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“Understanding patients' narratives” A qualitative study of osteopathic educators’ opinions about using Medical Humanities poetry in undergraduate education

Journal: International Journal of Osteopathic Medicine Date: 2021/06, 40(2):Pages: 29–37. doi: Subito , type of study: qualitative study

Full text    (https://www.sciencedirect.com/science/article/pii/S1746068921000195)

Keywords:

educators [7]
medical humanities [1]
narrative medicine [2]
osteopathic medicine [2016]
person-centred care [5]
poetry [1]
programs [124]
qualitative study [283]
undergraduate medical education [78]
UK [113]

Abstract:

Background Medical Humanities (MH) and Narrative Medicine (NM) programmes have become increasingly recognised as valuable and innovative educational strategies that use literature, poetry and art to teach healthcare students about person-centred care (PCC). Osteopaths aim to provide PCC, but research into educational strategies that promote PCC in undergraduate curricula is lacking. Aim To explore educators’ opinions about potential value of MH poetry in osteopathic education and generate insights to inform educational institutions about potential strategies for strengthening undergraduate teaching about PCC. Methods Eleven semi-structured interviews were conducted with educators from one institution using purposive sampling, and analysed using elements of constructivist grounded theory situated within an interpretive paradigm. Results Participants expressed varied views about the utility of MH poetry and pedagogical techniques for integrating it. Poems were considered to facilitate better understanding of patients’ life contexts by exploring the use of metaphorical language and employing techniques such as classroom interpretations and meaning co-construction, role-playing, perspective-taking and reflective writing to generate deeper awareness. Conclusion Medical Humanities poetry could be a potentially valuable teaching tool to increase students’ understanding of patients and to help them ground their practice within constructivist epistemology where value is placed on the relationship between patient and practitioner. Future research is needed to evaluate training and delivery methods for these educational interventions. Implication for education •The study outlines a provisional framework for using MH poetry as a means of assisting educational delivery of person-centred care in osteopathic education.•Poems were recognised as a potential teaching tool to increase students' awareness of broad aspects of human experience, awareness of metaphorical language patients may use in practice and self-awareness; potentially equipping them with interpretive, collaborative and reflective skills.•This would be of value in order to determine whether narrative educational methods would help in shaping a theoretical basis for PCC where focus is on constructivist relationship between the patient and practitioner.

Abstract German language:
(translated by Ostlib): Background Medical Humanities (MH) and Narrative Medicine (NM) programmes have become increasingly recognised as valuable and innovative educational strategies that use literature, poetry and art to teach healthcare students about person-centred care (PCC). Osteopaths aim to provide PCC, but research into educational strategies that promote PCC in undergraduate curricula is lacking. Aim To explore educators’ opinions about potential value of MH poetry in osteopathic education and generate insights to inform educational institutions about potential strategies for strengthening undergraduate teaching about PCC. Methods Eleven semi-structured interviews were conducted with educators from one institution using purposive sampling, and analysed using elements of constructivist grounded theory situated within an interpretive paradigm. Results Participants expressed varied views about the utility of MH poetry and pedagogical techniques for integrating it. Poems were considered to facilitate better understanding of patients’ life contexts by exploring the use of metaphorical language and employing techniques such as classroom interpretations and meaning co-construction, role-playing, perspective-taking and reflective writing to generate deeper awareness. Schlussfolgerung Medizinische Geisteswissenschaften-Poesie könnte ein potenziell wertvolles Lehrmittel sein, um das Verständnis der Studierenden für Patienten zu verbessern und ihnen zu helfen, ihre Praxis auf einer konstruktivistischen Erkenntnistheorie aufzubauen, bei der Wert auf die Beziehung zwischen Patient und Behandler gelegt wird. Zukünftige Forschungsarbeiten sind erforderlich, um die Ausbildungs- und Vermittlungsmethoden für diese pädagogischen Interventionen zu evaluieren. Implikationen für die Ausbildung •Die Studie skizziert einen vorläufigen Rahmen für den Einsatz von MH-Poesie als Mittel zur Unterstützung der Vermittlung personenzentrierter Pflege in der osteopathischen Ausbildung.• Gedichte wurden als potenzielles Lehrmittel anerkannt, um das Bewusstsein der Studierenden für breite Aspekte der menschlichen Erfahrung, für die metaphorische Sprache, die Patienten in der Praxis verwenden können, und für Selbstbewusstsein zu schärfen und ihnen möglicherweise interpretative, kollaborative und reflektierende Fähigkeiten zu vermitteln. • Dies wäre von Wert, um festzustellen, ob narrative Bildungsmethoden dazu beitragen würden, eine theoretische Grundlage für PCC zu schaffen, bei der der Schwerpunkt auf der konstruktivistischen Beziehung zwischen Patient und Behandler liegt.


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