From Reading to Healing

Description

Selected readings and commentary for the medical humanities Learning how to behave and engage professionally can be one of the most challenging parts of embarking on a career in the medical field. But using the "power of stories" can teach, heal, and enlighten; encourage the development of empathy; and help healthcare providers "be with suffering" and appreciate who their patients are, not just what disease they have. The humanities offer knowledge and skills that may move students toward becoming better physicians. The incorporation of the humanities into the traditional medical education curriculum can truly make a difference.In this expansive anthology, Susan Stagno and Michael Blackie assemble an insightful group of contributors to discuss the ways in which medical professionals can powerfully engage with their students through a variety of literary texts. Examples as diverse as Charles Bukowski, Leo Tolstoy, William Carlos Williams, Sherwood Anderson, Mary Shelley, Stephen King, the comic strip Pearls Before Swine, and the sayings of Buddha will provide both teachers and students a rich cache of stories for discussion and inspiration.

Sujets

• Médecine
• Medical sociology
• Literary theory

Informations

• Publié par: The Kent State University Press
• Date de parution: 14 mars 2019
• Nombre de lectures: 0
• EAN13: 9781631013553
• Langue: English

Extrait

FROM READING TO HEALING
From Reading to Healing
Teaching Medical Professionalism through Literature
Edited by SUSAN STAGNO and MICHAEL BLACKIE


THE KENT STATE UNIVERSITY PRESS
Kent, Ohio
© 2019 by The Kent State University Press, Kent, Ohio 44242
ALL RIGHTS RESERVED
Library of Congress Catalog Number 2018038116
ISBN 978-1-60635-369-1
Manufactured in the United States of America
No part of this book may be used or reproduced, in any manner whatsoever, without written permission from the Publisher, except in the case of short quotations in critical reveiws or articles.
LIBRARY OF CONGRESS CATALOGING-IN-PUBLICATION DATA
Names: Stagno, Susan, editor. | Blackie, Michael, editor.
Title: From reading to healing : teaching medical professionalism through literature / edited by Susan Stagno and Michael Blackie.
Other titles: Literature and medicine (Kent, Ohio) ; 27.
Description: Kent, Ohio : Kent State University Press, [2019] | Series: Literature and medicine ; 27 | Includes bibliographical references and index.
Identifiers: LCCN 2018038116 | ISBN 9781606353691 (pbk.)
Subjects: | MESH: Physician-Patient Relations | Professionalism | Clinical Competence | Medicine in Literature
Classification: LCC R727.3 | NLM W 62 | DDC 610.69/6--dc23
LC record available at https://lccn.loc.gov/2018038116
23 22 21 20 19       5 4 3 2 1
From Susan Stagno:
With incredible thanks to the “Stagno men”—to my husband, Paul, who has stood by me, no matter what; to my sons, Christopher and Nicholas—you are the lights of my life.
And to the memory of my parents, Virginia and Vernon, and the memory of my grandfather, Conrad—who showed me what professionalism is by virtue of their characters.
From Michael Blackie:
I thank my mother, Carol, for showing me how to live a life filled with love.
Contents
Foreword
Arthur W. Frank
From Reading to Healing: An Introduction from the Clinical Perspective
Susan Stagno
From Reading to Healing: An Introduction from a Health Humanities Perspective
Michael Blackie
PART I: THE HUMANITIES IN MEDICAL EDUCATION: SOME KEY TEXTS
Why Analyze a Sonnet? Avoiding Presumption through Close Reading
Devon Madon
The Ethics of Reading: Close Encounters
Jane Gallop
Medicine and the Silent Oracle: An Exercise in Uncertainty
Catherine Belling
Reflecting on “Perspective Shift”
Daniel Shapiro
Occasional Notes: Medical Ethics and Living a Life
Robert Coles
The Wonders of Literature in Medical Education
Joanne Trautmann
PART II: BOUNDARIES
On Both Sides of the Stethoscope: Teaching Professional Boundaries in Medical Education
Julie Aultman
Toenails
Richard Selzer
Professionalism in the Practice of Psychotherapy
Kelly Fiore, Robert Dicker, Sailaja Akella, and Pamela Hoffman
A Novel Approach to Narrative-Based Professionalism: The Literature Classroom in Medical Education
Pamela Schaff and Erika Wright
“Playing God”
Susan Stagno
PART III: EMPATHY AND RESPECT
Below the Surface: A “Most Beautiful” Understanding
Aparna Atluru, Michael Laney, and Tianyi Du
The Most Beautiful Woman in Town
Charles Bukowski
“Do You Always Swear at Your Patients?”: Teaching Professionalism Using Mikhail Bulgakov’s “The Speckled Rash”
Clayton J. Baker
The Speckled Rash
Mikhail Bulgakov
Reign over Me: A Film Resource for Reflecting on Themes Related to Grief, Meaning, and Professionalism in Healthcare
Pamela Brett-MacLean, Louanne Keenan, and David Kelner
Teaching Literature and Professionalism: Course Design, Texts, and Didactic Approaches
Anne Johnson and Adam Brenner
The Lady, or the Tiger?
Frank Stockton
“Death Is Here, and I Am Thinking of an Appendix!”: On Rereading “The Death of Ivan Ilyich”
Abraham M. Nussbaum
The Death of Ivan Ilyich
Leo Nikolayevich Tolstoy
Translated by Louise and Aylmer Maude
Bed Controls: Narrative Ethics and Professional Identity
Rebecca Garden
Okay, So I’m in This Bed
Tony Grammaglia
PART IV: AUTHORITY AND DUTY
The Mustard Seed and the Poison Arrow: Using Religious Literature to Teach Professionalism in Medicine
Tara Flanagan
The Mustard Seed
Parable of the Poisoned Arrow
How an Effort to Understand an Enigmatic Literary Text Can Translate into Our Practice of Medicine
Sara Pawlowski
Unpacking Physician Behavior in “The Use of Force” by William Carlos Williams
Allan Peterkin
The Use of Force
William Carlos Williams
Challenging the Orthodoxy of “Perfection”
Linda Raphael
The Birthmark
Nathaniel Hawthorne
The Book of the Grotesque
Sherwood Anderson
Assisting Medical Students in the Creation of a Class Oath Using Comics
Michael Redinger, Cheryl Dickson, and Elizabeth Lorbeer
Literature and Psychiatry
Lloyd A. Wells
PART V: STIGMA
Structural Violence, HIV/AIDS, and the Use of Narrative Medicine to Examine Individual and Collective Storytelling
Samantha Barrick and Rosa Lee
Structural Violence and Clinical Medicine
Paul Farmer, Bruce Nizeye, Sara Stulac, and Salmaan Keshavjee
Narcissism and Empathy in Flaubert’s Madame Bovery
Kelly Fiore
Speechless: Shame, Stigma, and Professionalism in David Sedaris’s “Go Carolina”
Lisa Kerr Dunn
PART VI: TRUTH-TELLING AND COMMUNICATION
Listen to My Tale: Frankenstein and Physician-Patient Disagreements
Clayton J. Baker, Sarah Berry, and Stephanie Brown Clark
Latin American Literature, the Hispanic Patient, and Professionalism in Healthcare
Anne Stachura
The Youngest Doll
Rosario Ferré
Translated by Rosario Ferré and Diana Vélez
Peyo Mercé and the Dietician
Abelardo Díaz Alfaro
Translated by Anne M. Stachura
Connections in Obstetrics and Gynecology: Using Reflective Writing to Engage in Providing Healthcare to Women
Abigail Ford Winkel, Lauren Mitchell, and Stephanie Blank
PART VII: CONCLUSION—CAUTIONARY WORDS
Disorderly Conduct: Calling Out the Hidden Curriculum(s) of Professionalism
Delese Wear, Joseph Zarconi, and Rebecca Garden
Permissions Acknowledgments
Bibliography
Contributors
Index
Foreword
Knowing the Stories by Which We Know
ARTHUR W. FRANK
Not so very long ago I had the opportunity to organize a small invitational conference that brought together colleagues who taught health humanities in the six Ontario medical schools and leaders in the field. At that time, medical schools had been mandated to teach some version of humanities, but teaching resources were scattered among Web sites and journals. This volume collects what was diffuse, thus showing the breadth of expertise that now exists in teaching health humanities, both in medical schools and undergraduate programs. The book is collegial: teachers tell us what has worked for their classes, offering experienced guidance but inviting further diversity and innovation.
The momentum of health humanities is one response to a time of turbulence in healthcare and uncertainty about who professionals are going to be. The proliferation of medical technologies—diagnostic technologies, treatment technologies, and algorithms specifying in increasing detail of counts as “best practice”—make the practice of medicine an increasingly impersonal work. Numerous critiques analyze these changes, 1 but let me recall a moment after I had given a visiting lecture at an American university. When questions were invited from the audience, a young man rose to thank me. He identified himself as completing medical subspecialty training in an urban hospital nearby.
This physician then told us about the tyranny of the computer screen in his examination room that prompts everything he does: what his next question should be, which tests he should order, what referral he should make. He not so much described the three-way tension between himself, the computer, and his patient as he enacted that tension. His voice rose in pitch and his words came faster as he reached the climax of his story: “and the fields are auto-populating,” he said with desperation. He was losing the contest against the computer usurping his role as the attending physician. As he told this story, I watched the faces of undergraduate premed students in the audience. He had shown them, in a couple of minutes, far more than my longer lecture had managed to get across.
Coming to grips with testimony like that, it helps to hear it as a retelling of an old story. In this case, what I saw in my imagination was Mickey Mouse in The Sorcerer’s Apprentice from Walt Disney’s classic film Fantasia . The apprentice, having cast a spell on a broom to make it carry water for him, finds himself drowning as the broom carries more and more water and the spell cannot be reversed. Just in time, the sorcerer returns and sets things back in order. How is that a parable of contemporary medicine? And how is that movement from testimony to story a small example of how medical humanities can be useful in confronting the problems that clinicians and patients face?
I find it useful to imagine clinical encounters as three levels of story-making and storytelling, each level acting back on the other two, changing them. One level is the story that is being enacted in the present moment, as each character in the story responds to his or her perception of the needs of that moment. Call this the enacted story , although it’s still a proto-story while the action continues. Only later will what happened be recalled as a story that can be told to oneself and to others, and that’s the second level. Call it the recollected story —that is, selected bits of what happened brought together and arranged into a story that the teller can construct and that listeners find intelligible. It can also be called the testimonial story .
The third level involves making sense of the recollected story by setting it in the context of other stories, which is what I do when I invoke The Sorcerer’s Apprentice as a way of understanding the physician’s testimonial story. We humans use stories to make sense of stories;