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Narrative means to humanistic ends.

Daryl Pullman1, Cheri Bethune, Pauline Duke

  • 1Faculty of Medicine, Memorial University of Newfoundland, St. John's, Newfoundland, CANADA. dpullman@mun.ca

Teaching and Learning in Medicine
|July 27, 2005
PubMed
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This study introduces narrative structuring into medical education, using literary and clinical narratives to enhance student understanding and empathy. This approach integrates curriculum and emphasizes shared responsibilities in patient care stories.

Area of Science:

  • Medical Education
  • Narrative Studies
  • Clinical Skills

Background:

  • Ongoing efforts to rehumanize medical education.
  • Increasing use of narrative studies and literature in medical curricula.
  • Physician-patient narratives enhance understanding of clinical encounters and humanistic aspects of medicine.

Purpose of the Study:

  • To introduce narrative theory into a first-year clinical skills program.
  • To frame the entire course as an exercise in narrative construction, termed 'narrative structuring'.

Main Methods:

  • Integrating narrative theory and literary elements into a clinical skills program.
  • Framing the course as narrative construction ('narrative structuring').
  • Utilizing short essays, clinical case reports, and student journaling for evaluation.

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Main Results:

  • Essays on literary materials and ethical aspects of clinical cases are course components.
  • Student journaling is an integral part of the evaluation process.
  • The narrative structuring approach provides a unifying theme for the curriculum.

Conclusions:

  • Characterizing the course as 'narrative structuring' integrates curriculum elements.
  • This approach reminds students and faculty of shared responsibilities in patient care narratives.
  • It fosters a deeper appreciation for the humanistic aspects of medicine.