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• W275356649 abstract "Endoscopy. Sigmoidoscopy. Electromyography. M.R.I. These days, the main interaction between doctor and patient is often technological, with doctors relying on complex diagnostic tests that make use of the latest advances in medicine. technology has become a religion within the medical said Dr. Jerry Vannatta, former dean of the University of Oklahoma College of Medicine. is easy to lose sight of the fact that still, in the twenty-first century, it is believed that 80 to 85 percent of the diagnosis is in the patient's story. Yet medical educators say that doctors are insufficiently trained to listen to those stones. After all, there is no reimbursement category on insurance forms for it. It is this lost art of listening to the patient that has been the inspiration behind a burgeoning movement in medical schools throughout the country: narrative medicine. The idea that medical students need an academic discipline to teach them how to listen may strike some as farfetched. After all, what should be more natural-or uncomplicated-than having a conversation? the narrative medicine movement is part of an ongoing trend in exposing medical students to the humanities. It is needed, educators say, to teach aspiring doctors to pay close attention to what their patients are saying and to understand the way their own emotions affect their perceptions, and ultimately their clinical practice. The basic teaching method is to have medical students read literary texts and then write about themselves and their patients in ordinary language, rather than in the technological lexicon of the traditional patient chart. Venerable medical journals like The Journal of the American Medical Association and Annals of Internal Medicine are increasingly publishing reflective writing by doctors, their editors say. And now some medical schools even have their own literary journals. At Columbia University College of Physicians and Surgeons, there is Reflexions; Pennsylvania State University College of Medicine publishes Wild Onions; at the University of New Mexico's Health Sciences Center, there is The Medical Muse. Columbia also publishes a semiannual scholarly journal devoted solely to narrative medicine, titled and Medicine, which is edited by Maura Spiegel, a literary scholar, and Dr. Rita Charon, a professor at the medical school and a founder of the narrative medicine movement. No medical school can train students in empathy, said Dr. Charon, who also has both an M.D. and a Ph.D. in English. But we have a duty to equip them with the ability to see, to articulate, to grasp and comprehend the position of the patient. Dr. Charon teaches a course called Parallel Charts at the Columbia medical school, part of the university's program in narrative medicine. This course, and others like it, draws on narrative theory-the academic discipline called narratology, which is the study of how stories are told, the effects of point of view and structure, and the way in which storytelling can suggest, sometimes inaccurately, cause and effect. Researchers are also using narrative theory to study other aspects of medicine-the process by which doctors make ethical decisions about their patients, for instance, and the methods of medical anthropologists whose work involves things like interviewing AIDS patients in Africa. At Columbia, every second-year medical student is required to take a seminar in the humanities or in narrative medicine itself. And there are faculty seminars as well. Participants write their own narratives and read texts by authors like Chekhov (who was a physician); the novelist John Berger; Walt Whitman (who was a medic during the Civil War); and the novelist William Maxwell. There are reading groups. In one called Literature at Work, open to the entire medical school community, Dr. Charon led a discussion widi about a dozen people of Corinne by Mme. …" @default.
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• W275356649 date "2003-10-01" @default.
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• W275356649 title "Medical Narratives: Diagnosis Goes Low Tech" @default.
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