Literature and medicine: a short course for medical students

Calman, Kenneth C.; Downie, R. S.; Duthie, Mark L; Sweeney, B

doi:10.1111/j.1365-2923.1988.tb00752.x

Cited by 58 publications

(44 citation statements)

References 5 publications

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“…As such small group narrative skills teaching requires large numbers of clinical teaching faculty who themselves need training, we designed a faculty development workshop for Osler Fellows. While there are some evidence in the literature of the impact of narrative medicine courses on medical students and residents (Radwany & Adelson, 1987;Calman et al, 1988;Marshall & O'Keefe, 1995), we were not able to find evidence on how learning was assessed following a faculty development intervention in the teaching of narrative-based skills. While many questions about narrative medicine remain unresolved (e.g.…”

Section: Practice Pointscontrasting

confidence: 41%

Assessing a faculty development workshop in narrative medicine

et al. 2012

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Background: Narrative medicine is increasingly popular in undergraduate medical curricula. Moreover, although faculty are expected to use narrative approaches in teaching, few faculty development learning activities have been described. In addition, data on the impact of faculty development initiatives designed to teach narrative are limited, and there is a paucity of tools to assess their impact. Aims: To assess the impact and outcomes of a faculty development workshop on narrative medicine. Methods: Two groups of clinical teachers were studied; one group had already attended a half-day narrative medicine workshop (N ¼ 10) while the other had not yet attended (N ¼ 9). Both groups were interviewed about their uses of narrative in teaching and practice. Additionally, the understanding of a set of narrative skills was assessed by first viewing a video of a narrative-based teaching session followed by completion of an 18-item assessment tool. Results: Both groups reported that they used narrative in both their teaching and clinical practice. Those who had attended the workshop articulated a more nuanced understanding of narrative terms compared to those who had not yet attended. Conclusion: This study is one of the first to describe measureable impacts of a faculty development workshop on narrative medicine.

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Section: Practice Pointscontrasting

confidence: 41%

Assessing a faculty development workshop in narrative medicine

et al. 2012

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“…The aims of the course were to introduce the students to literature in its broadest sense, so they could learn about life by reading of the views, insights and feelings of others, and to encourage them to examine their own attitudes and prejudices. 20 We read poems and extracts from medically relevant literature and discussed them in groups with the tutors. The evaluation suggested that 80% of the students felt the course aims had been met.…”

Section: Voluntary Coursementioning

confidence: 99%

The humanities in medical education: context, outcomes and structures: Figure 1

2000

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There is now a context for teaching humanities in undergraduate medical education via special study modules (SSMs). This paper discusses the instrumental and non-instrumental role of the humanities in the education of doctors. Three courses are then described and compared. The most successful of the three is a SSM which had the following characteristics: it was voluntary, it was an integral part of the curriculum, and it was examinable.

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“…Outcome studies of literature and medicine courses, relying on postcourse student evaluations, questionnaires, and faculty member assessments, reveal that such programs improve students' understanding of patients' experiences, their relationships with patients, and their functioning in clinical situations. [12][13][14] Within the more general scientific literature, writing about challenging or traumatic experiences has been shown to have health and psychological benefits in multiple studies including those in new mothers, victims of crime, and college freshmen. 15 Writing about prior trauma boosted immune response to hepatitis B vaccinations in a subgroup of medical students.…”

Section: Research Into Narrative Medicinementioning

confidence: 99%

Right Brain: Reading, writing, and reflecting

Alcauskas¹,

Charon²

2008

Neurology

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A narrative, at its simplest, is a story. Doctors listen to and tell stories every day. At morning report, on rounds, at case conferences, while taking a patient's history in clinic and when signing out in the evenings, stories are told, revised, and retold. These narratives are the foundations of clinical practice and the currency of patientphysician and physician-physician relationships.Neurologists are the custodians of speech and language within the medical community. We study, examine, and characterize speech and language and can diagnose pathology based on their aberrations. Not only do details and subtle nuances frequently make the diagnosis, but how the patient tells a story, including word choice, sentence structure, and prosody, takes on clinical significance. Neurology is one of the few specialties in which the patient's history has retained its value despite increasingly sophisticated diagnostic technology.More can be gained from a patient's story than dry facts placed in a sequential pattern. Absorbing, interpreting, and responding to a patient's narrative require a special skill set. These skills, called "narrative competence" by narrative scholars, include those that are practical, such as recognizing a story's structure and appreciating metaphors and illusions, those that are creative, such as envisioning multiple endings, and those that are emotional, such as feeling empathy and recognizing a story's mood.1 By developing narrative competence, physicians can better understand a patient's experience and thereby be better equipped to help him or her.

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Literature and medicine: a short course for medical students

Cited by 58 publications

References 5 publications

Assessing a faculty development workshop in narrative medicine

Assessing a faculty development workshop in narrative medicine

The humanities in medical education: context, outcomes and structures: Figure 1

Right Brain: Reading, writing, and reflecting

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