This innovative volume provides fresh perspectives on how medical students and patients construct identities in relation to each other, using stories of their clinical encounters. It explores how paying attention to medical students’ and patients’ stories in clinical teaching encounters can encourage empathy and the formation of professional identities that embody desirable values such as integrity and respect. Written by an experienced clinician and based on original, rigorous research combining ethnography and dialogic narrative analysis, Storytelling Encounters as Medical Education: Crafting Relational Identity includes patient stories alongside those of students and clinical teachers. This is an important contribution for all those interested in medical education, narrative medicine, person-centred care and identity formation in healthcare. It will also be of value to scholars in a range of other disciplines, who are using a dialogic approach.
A uniquely interdisciplinary look at storytelling in digital, analogue, and hybridised contexts, this book traces different ways stories are experienced in our contemporary mediascape. It uses an engaging range of current examples to explore interactive and immersive narratives. Critical Encounters with Immersive Storytelling considers exciting new forms of storytelling that are emerging in contemporary popular culture. Here, immersion is being facilitated in a variety of ways and in a multitude of contexts, from 3D cinema to street games, from immersive theatre plays to built environments such as theme parks, as well as in a multitude of digital formats. The book explores diverse modes and practices of immersive storytelling, discussing what is gained and lost in each of these ‘genres’. Building on notions of experience and immersion, it suggests a framework within which we might begin to understand the quality of being immersed. It also explores the practical and ethical aspects of this exciting and evolving terrain. This accessible and lively study will be of great interest to students and researchers of media studies, digital culture, games studies, extended reality, experience design, and storytelling.
The Principles and Practice of Narrative Medicine articulates the ideas, methods, and practices of narrative medicine. Written by the originators of the field, this book provides the authoritative starting place for any clinicians or scholars committed to learning of and eventually teaching or practicing narrative medicine.
This book critically analyses how politics and power affect the ways that medicine is taught and learned. Challenging society’s historic reluctance to connect the realm of politics to the realm of medicine, Medical Education, Politics and Social Justice: The Contradiction Cure emphasizes the need for medical students to engage with social justice issues, including global health crises resulting from the climate emergency, and the health implications of widening social inequality. Arguing for an increased focus on community-based learning, rather than acute care, this innovative text maps the territory of medicine’s contradictory engagement with politics as a springboard for creative curriculum design. It demonstrates why the socially disempowered - such as political and climate refugees, the homeless, or those without health insurance should be primary subjects of attention for medical students, while exploring how political engagement can be refined, sharp, cultivated and creative, engaging imagination and demanding innovation Exploring how the medical humanities can promote engagement with politics to improve medical education, this book is a ground-breaking and inspiring contribution. It is an essential read for all those with a focus on medical education and medical humanities, as well as medical and healthcare students with an interest in the social determinants of health.
This book explores previously unexamined overlaps between the poetic imagination and the medical mind. It shows how appreciation of poetry can help us to engage with medicine in more intense ways based on ‘de-familiarising’ old habits and bringing poetic forms of ‘close reading’ to the clinic. Bleakley and Neilson carry out an extensive critical examination of the well-established practices of narrative medicine to show that non-narrative, lyrical poetry does different kind of work, previously unexamined, such as place eclipsing time. They articulate a groundbreaking ‘lyrical medicine’ that promotes aesthetic, ethical and political practices as well as noting the often-concealed metaphor cache of biomedicine. Demonstrating that ambiguity is a key resource in both poetry and medicine, the authors anatomise poetic and medical practices as forms of extended and situated cognition, grounded in close readings of singular contexts. They illustrate structural correspondences between poetic diction and clinical thinking, such as use of sound and metaphor. This provocative examination of the meaningful overlap between poetic and clinical work is an essential read for researchers and practitioners interested in extending the reach of medical and health humanities, narrative medicine, medical education and English literature.
This ground-breaking book sets out a fresh vision for a future medical education by providing a radical reconceptualisation of the purposes of medical humanities through a lens of critical health psychology and liberatory pedagogy. The medical humanities are conceived as translational media through which reductive, instrumental biomedicine can be raised in quality, intensity, and complexity by embracing ethical, aesthetic, political, and transcendental values. This translation occurs through innovative use of metaphor. A note of caution is offered – that the medical humanities too can be instrumental and reductive if not framed well. Drawing on major theorists such as Michel Foucault and Jacques Rancière and bringing together insights from diverse but inter-related fields, Bleakley focuses on the "ills" of contemporary biomedicine and medical education, and the need for reconceptualisation, which – it is argued – the translational medical humanities have the potential to accomplish. Current instrumental approaches to medical humanities, embracing communication skills training and narrative-based medicine, have failed to address the chronic symptoms suffered by medicine. These include resort to closed, functional systems thinking rather than embracing dynamic, complex, open, and adaptive systems thinking; lack of democratic habits in medical culture, compromising patient safety and care; the production of insensibility rather than deepening of sensibility in medical education; a lack of attention to ethics, aesthetics, and politics where the instrumental is privileged; and a lack of critical reflexivity in revisioning habitual practices. Through persuasive argument, Bleakley sets out a more radical manifesto for the role the arts and humanities might play in medical/healthcare education and offers a new approach based on curriculum process rather than syllabus content, to recuperate aesthetic sensibilities, discernment, and affect in medicine. The book will appeal to medical and healthcare educators, medical and health humanities scholars, engaged clinicians, social scientists drawing on critical theory, and arts and humanities practitioners engaging with medical and healthcare themes.
Edited by two leading general practitioners and with contributions from over 20 authors, this book covers a wide range of topics to do with narrative in medicine. It includes a wealth of real examples of patients narratives and addresses theoretical and practical issues including the use of narrative as a therapeutic tool, teaching narrative to students, philosophical issues, narrative in legal and ethical decisions, narrative in nursing, and the narrative medical record.
This book covers a brief history of the Health Humanities Consortium and contains a toolkit for those academic leaders determined to launch inter- and multi-disciplinary health humanities programs in their own colleges and universities. It offers remarkable discussions and descriptions of pedagogical practices from undergraduate programs through medical education and resident training; philosophical and political analyses of structural injustices and clinical biases; and insightful and informative analyses of imaginative work such as comics, literary texts, and paintings. Previously published in Journal of Medical Humanities Volume 42, issue 4, December 2021 Chapters “Reflective Writing about Near-Peer Blogs: A Novel Method for Introducing the Medical Humanities in Premedical Education”, “Medical Students’ Creation of Original Poetry, Comics, and Masks to Explore Professional Identity Formation”, “Reconsidering Empathy: An Interpersonal Approach and Participatory Arts in the Medical Humanities” and “The Health Benefits of Autobiographical Writing: An Interdisciplinary Perspective” are available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.
The book - which includes essays by physicians, philosophers, and a nurse - is divided into three parts: one deals with how empathy is weakened or lost during the course of medical education and suggests how to remedy this; another describes the historical and philosophical origins of empathy and provides arguments for and against it; and a third section offers compelling accounts of how physicians' empathy for their patients has affected their own lives and the lives of those in their care. We hear, for example, from a physician working in a hospice who relates the ways that the staff try to listen and respond to the needs of the dying; a scientist who interviews candidates for medical school and tells how qualities of empathy are undervalued by selection committees; a nurse who considers what nursing can teach physicians about empathy; another physician who ponders whether the desire to be empathic can hinder the detachment necessary for objective care; and several contributors who show how literature and art can help physicians to develop empathy.
This book explores how person-centred health care could be refined to help persons alleviate pain-related distress and construct pain as a potentially positive experience. Rethinking Pain in Person-Centred Health Care is a fascinating contribution to the multidisciplinary literature on person-centred health care, pain and ethics. Traditionally, Western intellectual culture has downplayed the intuitive and emotional, promoting instead rational, natural-scientific perspectives. Applied to pain, an instrumental approach promotes the immediate and effective relief of pain, due to the widespread suffering and expense it can cause. However, different persons experience pain in different ways and Buetow moves beyond a commitment to eliminate pain to exploring how benefits of pain could include creating and managing meaning from pain. Rather than always looking to put pain behind them, persons may flourish by moving around pain, through pain, into pain and above pain. Buetow argues that this model depends on adopting a person-centred approach to health care, focusing less on the condition of pain and more on mobilizing the persons who present with, and manage, pain. This book will be of interest to professionals and academics/researchers in the fields of psychology and psychiatry who have a special interest in people with persistent pain conditions. It will also be an invaluable resource for physiotherapists, chronic pain consultants in secondary care and GPs.
