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Narrative and its discontents.

Alastair Morrison1

  • 1McMaster University Michael G. DeGroote School of Medicine, Kitchener, Ontario, Canada alastair.morrison@medportal.ca.

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Summary
This summary is machine-generated.

This review examines evolving criticisms of narrative medicine in medical education. It highlights a shift towards integrating humanities perspectives authentically, rather than as mere diagnostic aids, impacting educational practices.

Keywords:
Medical humanitiesliterature and medicinemedical educationnarrative medicinepoetry

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Area of Science:

  • Medical Education
  • Humanities in Medicine
  • Narrative Medicine

Background:

  • Narrative medicine has faced criticism for overemphasizing narrative.
  • Recent critiques focus on its integration with broader medical knowledge.
  • There's a growing interest in utilizing humanities perspectives intrinsically.

Purpose of the Study:

  • To review challenges and changes in narrative medicine's role in medical education.
  • To analyze the evolution of criticisms against narrative medicine.
  • To explore the implications of these criticisms for medical education.

Main Methods:

  • Literature review of recent scholarship on narrative medicine.
  • Analysis of critiques concerning the instrumentalization of humanities.
  • Examination of the relationship between narrative medicine and other medical knowledge domains.

Main Results:

  • Narrative medicine is evolving beyond its initial focus.
  • Criticism is shifting towards a more integrated and less instrumental approach to humanities.
  • Newer scholarship emphasizes humanities on their own terms.

Conclusions:

  • Criticisms may influence the institutionalization of narrative medicine in medical education.
  • Narrative medicine's successes offer valuable lessons for future integration of humanities.
  • A more nuanced understanding of humanities in medicine is emerging.