Narrative medicine as a novel weight stigma reduction method in medical education

2018 ◽  
Author(s):  
Rachel Fox ◽  
◽  
Kelly Park ◽  
Pamela Schaff ◽  
◽  
...  
Keyword(s):  
Medical Education ◽  
Reduction Method ◽  
Narrative Medicine ◽  
Weight Stigma ◽  
Stigma Reduction

Applications of Narrative Medicine to Surgical Education

2021 ◽  
pp. 000313482110298
Author(s):  
Carol EH Scott-Conner ◽  
Divyansh Agarwal
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Surgical Education ◽  
Core Competencies ◽  
Narrative Medicine ◽  
Medical Schools ◽  
Residency Programs ◽  
Surgical Residency

Narrative medicine describes the application of story to medical education and practice. Although it has been implemented successfully in many medical schools as a part of undergraduate medical education, applications to the residency environment have been relatively limited. There are virtually no data concerning the adoption of narrative medicine within surgical residencies. This paper provides a brief introduction to the formal discipline of narrative medicine. We further discuss how storytelling is already used in surgical education and summarize the literature on applications of narrative medicine to residents in other specialties. The relevance of narrative medicine to the ACGME core competencies is explored. We conclude with specific suggestions for implementation of narrative medicine within surgical residency programs.

Using narratives for medical humanities in medical training

2018 ◽  
pp. 129-139
Author(s):  
Alexander Kiss ◽  
Claudia Steiner
Keyword(s):  
Medical Education ◽  
Medical Humanities ◽  
Medical Training ◽  
Narrative Medicine ◽  
Illness Narratives ◽  
Evidence Based ◽  
Good Doctor ◽  
The University ◽  
Based Medicine ◽  
Humanities Curriculum

The University of Basel, Switzerland has developed a longitudinal medical humanities curriculum based on illness narratives and narrative medicine. The ultimate learning goal of medical humanities as taught in Basel is to foster narrative competence. A good doctor needs to be a good listener, a good storyteller, and should ideally be able to co-create an illness narrative together with a patient. Medical humanities consist of mandatory and optional elements. Blending evidence-based medicine, which is based on larger numbers of patients with similar characteristics, with narrative-based medicine, which is based on patients’ uniqueness, this programme provides medical students with the opportunity to develop and practice narrative medicine over the course of the six years of medical studies. This chapter discusses the programme and its place in medical education.

scholarly journals Love and the Value of Life in Health Care: A Narrative Medicine Case Study in Medical Education

2016 ◽  
pp. 98-102 ◽  
Author(s):  
Jorge Pentiado ◽  
Helcia de Almeida ◽  
Fábio Amorim ◽  
Adriano Facioli ◽  
Eliana Trindade ◽  
...  
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Narrative Medicine ◽  
Value Of Life

The ‘narrative spirit’

2018 ◽  
pp. 140-150
Author(s):  
Yeonok Jeoung ◽  
Gabriele Lucius-Hoene ◽  
Yong Ik Bak
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Narrative Medicine ◽  
Training Programme ◽  
Patient Communication ◽  
Communication Styles ◽  
Traditional Values ◽  
Doctor Patient Communication ◽  
Illness Experiences ◽  
Training Courses

Recent studies in Korea show that doctors have suffered a severe loss of image among their patients, due to their authoritarian, unempathic, and unfriendly communication behaviour. These findings were confirmed by studies of their communication styles done with conversation analysis. Training courses for medical students in doctor–patient communication have become mandatory, but are short and to date have provided no significant change; the ethical foundations of doctors when dealing with patients remained untouched. This chapter explores how the humanistic concepts of narrative medicine and can provide better understanding between doctors and patients. This ‘narrative spirit’ resonates with traditional values of Buddhism and Confucianism that are deeply rooted in Korean culture. It discusses a training programme for doctors working with text analysis of narrative interviews of patients’ illness experiences and shows how using patients’ stories may evoke this ‘narrative spirit’ and combine traditional ethical values with modern medical education.

scholarly journals EDUCATIONAL UTILIZATION OF NARRATIVE MEDICINE IN KOREAN MEDICAL SCHOOLS

2021 ◽  
Author(s):  
Youngsub Oh ◽  
Keyword(s):  
Medical Education ◽  
Medical Humanities ◽  
Teaching And Learning ◽  
Narrative Medicine ◽  
Medical Schools ◽  
Learning Model ◽  
Current Status ◽  
Medical Professionals ◽  
Humanities Education ◽  
Future Task

The purpose of this study is to explore current status and future task of educational utilization of medical humanities, focusing on narrative medicine in Korea. For this end, firstly, this study reviewed Korean research literatures on medical humanities. Second, this study reviewed the educational utilization of narrative medicine in medical education and humanities education in Korea. Lastly, this study provided the implication and future task for education and research. This study is expected to be a useful reference for developing teaching and learning model to nurture medical professionals, counselors and therapists, and researchers.

scholarly journals A qualitative study of clinical narrative competence of medical personnel

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Shao-Yin Chu ◽  
Chin-Chen Wen ◽  
Chi-Wei Lin
Keyword(s):  
Medical Education ◽  
Qualitative Study ◽  
Thematic Analysis ◽  
Curriculum Design ◽  
Narrative Medicine ◽  
Medical Personnel ◽  
Generation Process ◽  
Narrative Competence ◽  
Clinical Narrative ◽  
Health Practitioners

Abstract Background Medicine practiced with narrative competence is called narrative medicine, which has been proposed and used as a model of humane and effective medical practice. Despite the in-depth discussions of narrative medicine, the study of narrative competence in literature is limited; therefore, this study aims to explore the dimensions and connotations of the clinical narrative competence of medical personnel. Methods This qualitative study used in-depth interviews to collect participants’ experience and perspectives regarding narrative competence, followed by thematic analysis of the transcripts. Through purposive sampling, this study successfully recruited 15 participants (nine males and six females in 2018–2019) who were engaged in narrative medicine or medical humanity education from different medical schools and hospitals across Taiwan. The authors performed manual thematic analysis to identify the themes and concepts of narrative competence through a six-step theme generation process. Results There were four major themes of narrative competence generalized and conceptualized: narrative horizon, narrative construction (including narrative listening, narrative understanding, narrative thinking, and narrative representation), medical relationship (including empathy, communication, affiliation, and inter-subjectivity), and narrative medical care (including responsive care, balanced act, and medical reflection). These four themes were further integrated into a conceptual framework and presented in a diagram. Conclusions Cultivating narrative competence in medical education can complement traditional biomedical orientation. Regardless of their treatment orientation, narrative medicine-informed health practitioners may take advantage of their multi-dimensional narrative competence, as presented in this article, to enhance their awareness and preparation in different areas of competence in medical services. In addition, the results of this study can be used as a framework for the development of the behavioral indicators of narrative competence, which can be taken as the basis for medical education curriculum design.

Sign in / Sign up

Export Citation Format

Share Document