Applying narrative to medical education
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Femi Oyebode
Abstract
The benefits of incorporating narrative methods in teaching and learning in medical education are now widely accepted through the work of scholars including Rita Charon, Brian Hurwitz and Trisha Greenhalgh. In this chapter we consider issues that arise during the process of implementing the teaching of narrative medicine within a medical curriculum that is dominated by bioscience content and assessments that are largely based upon assimilation of factual knowledge and competency in a range of clinical skills. In this context the medical humanities have had a mixed reception. We consider how psychological and socio-cultural theories might inform the introduction of medical humanities and narrative medicine teaching. To illustrate we refer to (1) the work of Anton Chekhov (1860–1904), a writer and physician whose stories can be used to raise issues about the doctor’s role and duty, the nature of disease and illness, and the life and psychology of people who suffer from illness and, (2) feedback from medical students on the introduction of a narrative assessment.
Abstract
The benefits of incorporating narrative methods in teaching and learning in medical education are now widely accepted through the work of scholars including Rita Charon, Brian Hurwitz and Trisha Greenhalgh. In this chapter we consider issues that arise during the process of implementing the teaching of narrative medicine within a medical curriculum that is dominated by bioscience content and assessments that are largely based upon assimilation of factual knowledge and competency in a range of clinical skills. In this context the medical humanities have had a mixed reception. We consider how psychological and socio-cultural theories might inform the introduction of medical humanities and narrative medicine teaching. To illustrate we refer to (1) the work of Anton Chekhov (1860–1904), a writer and physician whose stories can be used to raise issues about the doctor’s role and duty, the nature of disease and illness, and the life and psychology of people who suffer from illness and, (2) feedback from medical students on the introduction of a narrative assessment.
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- Acknowledgments vii
- Introduction to narrative matters in medical contexts across disciplines 1
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Narrative texts on illness and medicine
- Autism and the American dream 17
- “Woundable, around the bounds” 33
- Pox pain and redeeming narratives in Renaissance Europe 47
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Narrative practices in health contexts
- Illness narratives in the psychotherapeutic session 73
- Narratives that matter. Illness stories in the ‘third space’ of qualitative interviewing 99
- “I would suggest you tell this ^^^ to your doctor” 117
- A genre analysis of reflective writing texts by English medical students 141
-
Narratives and the medical humanities
- Against compassion 167
- Applying narrative to medical education 183
- Bionotes 207
- Subject Index 211
- Name Index 215
Kapitel in diesem Buch
- Prelim pages i
- Table of contents v
- Acknowledgments vii
- Introduction to narrative matters in medical contexts across disciplines 1
-
Narrative texts on illness and medicine
- Autism and the American dream 17
- “Woundable, around the bounds” 33
- Pox pain and redeeming narratives in Renaissance Europe 47
-
Narrative practices in health contexts
- Illness narratives in the psychotherapeutic session 73
- Narratives that matter. Illness stories in the ‘third space’ of qualitative interviewing 99
- “I would suggest you tell this ^^^ to your doctor” 117
- A genre analysis of reflective writing texts by English medical students 141
-
Narratives and the medical humanities
- Against compassion 167
- Applying narrative to medical education 183
- Bionotes 207
- Subject Index 211
- Name Index 215
