Making a Case for Narrative Competency in the Field of Fetal Cardiology

Chambers, Sarah; Glickstein, Julie S.

doi:10.1353/lm.2011.0320

Cited by 6 publications

(3 citation statements)

References 21 publications

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“…Increased knowledge of individual patients is the dividend in such varied clinical settings as genetics counseling, 12 fetal cardiology, 13 surgical training for medical students, 14 and individual primary care practice. 15 These studies demonstrate that clinicians' narrative writing about individual patients helps them to understand something that previously was unclear or to generate fresh hypotheses about a patient.…”

Section: Evidence: Whether Narrative Training Helpsmentioning

confidence: 99%

“…Once one fully perceives a patient's situation by virtue of representing it, and once one donates one's own creative powers toward discovering it, one finds oneself in the patient's presence--absorbed, committed, newly aware of the complexity and potential meaning of that which is seen. 13,14,61-63 Recalling Nelson Goodman's assertion that one only has access to one's own version or construal of a perceived object, we must accept that there is no one or total version of anything perceived, including a clinical situation. What the clinician aspires to do is to represent accurately his or her own perception so as to consider it, compare it to others' versions, and come to some provisional and testable hypotheses about what the situation might be.…”

Section: Theory: Why Narrative Training Helpsmentioning

confidence: 99%

“…Housestaff and faculty in all the health sciences professional schools are similarly exposed to narrative training in many clinical settings. 13, 17, 20, 24, 26, 28, 29, 31, 53, 64 Faculty ask students to write throughout the four years of medical school in required courses and clerkships. A poem or a paragraph from a novel is as likely as a case report to form the basis for discussion in a small-group seminar.…”

Section: Practice: a Model For Teaching Attention Representation Anmentioning

confidence: 99%

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Close Reading and Creative Writing in Clinical Education

2016

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Medical educators increasingly have embraced literary and narrative means of pedagogy, such as the use of learning portfolios, reading works of literature, reflective writing, and creative writing, to teach interpersonal and reflective aspects of medicine. Outcomes studies of such pedagogies support the hypotheses that narrative training can deepen the clinician's attention to a patient and can help to establish the clinician's affiliation with patients, colleagues, teachers, and the self. In this article, the authors propose that creative writing in particular is useful in the making of the physician. Of the conceptual frameworks that explain why narrative training is helpful for clinicians, the authors focus on aesthetic theories to articulate the mechanisms through which creative and reflective writing may have dividends in medical training. These theories propose that accurate perception requires representation and that representation requires reception, providing a rationale for teaching clinicians and trainees how to represent what they perceive in their clinical work and how to read one another's writings. The authors then describe the narrative pedagogy used at the College of Physicians and Surgeons of Columbia University. Since faculty must read what their students write, they receive robust training in close reading. From this training emerged the Reading Guide for Reflective Writing, which has been useful to clinicians as they develop their skills as close readers. This institution-wide effort to teach close reading and creative writing aims to equip students and faculty with the pre-requisites to provide attentive, empathic clinical care.

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