A model for abolitionist narrative medicine pedagogy

Area of Science:

• Medical Education
• Social Justice
• Narrative Medicine

Background:

• Traditional narrative medicine pedagogy often focuses solely on textual analysis.
• There is a need for pedagogical methods that address social justice and systemic inequities within medical education.
• Existing narrative medicine approaches may have limitations in promoting transformative change.

Purpose of the Study:

• To propose and illustrate an abolitionist model for narrative medicine pedagogy.
• To enhance narrative medicine practices for social justice action in medical education.
• To equip practitioners with tools to critically examine and dismantle harmful structures in healthcare.

Main Methods:

• Developing a pedagogy centered on radical inclusion in classroom composition and syllabus design.
• Integrating critical analysis of texts with their socio-historical contexts and current social structures.
• Utilizing concepts like 'disidentification' for self-interrogation when conflicts arise.
• Presenting critiques, case studies, and close readings of narrative medicine texts.

Main Results:

• The proposed abolitionist model disrupts traditional patterns of inclusion and exclusion in educational settings.
• It encourages critical examination of practitioners' roles in social structures.
• Strategies are offered for confronting discomfort and holding complexity to address structural violence.
• The model aims to transform practitioners' critical thinking regarding equitable healthcare access.

Conclusions:

• Abolitionist narrative medicine pedagogy offers a framework for social justice in medical education.
• This approach moves beyond textual analysis to engage with the broader world and its inequities.
• It provides dynamic tools for practitioners to better engage with texts and patients, fostering compassionate and equitable healthcare.