Human First: Teaching close reading and creative writing to medical students: Presentation of a new narrative medicine course in Denmark - and a review of the literature assessing the empirical evidence for the utility of such courses

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Standard

Human First: Teaching close reading and creative writing to medical students : Presentation of a new narrative medicine course in Denmark - and a review of the literature assessing the empirical evidence for the utility of such courses. / Stewart-Ferrer, Sif; Rasmussen, Anders Juhl.

I: Tidsskrift for Forskning i Sygdom og Samfund, Bind 16, Nr. 31, 31.10.2019, s. 141-165.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

Stewart-Ferrer, S & Rasmussen, AJ 2019, 'Human First: Teaching close reading and creative writing to medical students: Presentation of a new narrative medicine course in Denmark - and a review of the literature assessing the empirical evidence for the utility of such courses', Tidsskrift for Forskning i Sygdom og Samfund, bind 16, nr. 31, s. 141-165. https://doi.org/10.7146/tfss.v16i31.116961

APA

Stewart-Ferrer, S., & Rasmussen, A. J. (2019). Human First: Teaching close reading and creative writing to medical students: Presentation of a new narrative medicine course in Denmark - and a review of the literature assessing the empirical evidence for the utility of such courses. Tidsskrift for Forskning i Sygdom og Samfund, 16(31), 141-165. https://doi.org/10.7146/tfss.v16i31.116961

Vancouver

Stewart-Ferrer S, Rasmussen AJ. Human First: Teaching close reading and creative writing to medical students: Presentation of a new narrative medicine course in Denmark - and a review of the literature assessing the empirical evidence for the utility of such courses. Tidsskrift for Forskning i Sygdom og Samfund. 2019 okt. 31;16(31):141-165. https://doi.org/10.7146/tfss.v16i31.116961

Author

Stewart-Ferrer, Sif ; Rasmussen, Anders Juhl. / Human First: Teaching close reading and creative writing to medical students : Presentation of a new narrative medicine course in Denmark - and a review of the literature assessing the empirical evidence for the utility of such courses. I: Tidsskrift for Forskning i Sygdom og Samfund. 2019 ; Bind 16, Nr. 31. s. 141-165.

Bibtex

@article{67b1a690689e4e26bfb0aa40cc668fa4,
title = "Human First: Teaching close reading and creative writing to medical students: Presentation of a new narrative medicine course in Denmark - and a review of the literature assessing the empirical evidence for the utility of such courses",
abstract = "The University of Southern Denmark has introduced a mandatory course in Narrative Medicine into the curriculum of undergraduate medical students. It is part of a trajectory called {\textquoteleft}Human First{\textquoteright}, which aims to improve the students{\textquoteright} empathic abilities by teaching them narrative competencies to draw on in their future clinical encounters as medical doctors. Although, theoretical accounts seem to make a strong case for the utility and value of educational interventions, such as courses in narrative medicine or medical humanities, there has been a lack of empirical studies providing evidence to support such accounts – especially those focusing on the long-term effects and impact on patient care. Our systematic literature search and review of empirical studies regarding the effects of teaching close reading of fictional texts and creative writing to medical and health care students, tentatively confirmed previous indications of positive effects. Larger, multi-site and more rigorous studies that assess the long-term impacts of these educational interventions and adjust for local variations are, however, still in short supply. Finally, we present critical reflections on whether empathy and similar phenomena are at all measurable and discuss the possibility of meaningfully evaluating the utility of curricular interventions such as narrative medicine courses.",
author = "Sif Stewart-Ferrer and Rasmussen, {Anders Juhl}",
year = "2019",
month = oct,
day = "31",
doi = "10.7146/tfss.v16i31.116961",
language = "English",
volume = "16",
pages = "141--165",
journal = "Tidsskrift for forskning i sygdom og samfund",
issn = "1604-3405",
publisher = "Medicinsk Antropologisk Forum",
number = "31",

}

RIS

TY - JOUR

T1 - Human First: Teaching close reading and creative writing to medical students

T2 - Presentation of a new narrative medicine course in Denmark - and a review of the literature assessing the empirical evidence for the utility of such courses

AU - Stewart-Ferrer, Sif

AU - Rasmussen, Anders Juhl

PY - 2019/10/31

Y1 - 2019/10/31

N2 - The University of Southern Denmark has introduced a mandatory course in Narrative Medicine into the curriculum of undergraduate medical students. It is part of a trajectory called ‘Human First’, which aims to improve the students’ empathic abilities by teaching them narrative competencies to draw on in their future clinical encounters as medical doctors. Although, theoretical accounts seem to make a strong case for the utility and value of educational interventions, such as courses in narrative medicine or medical humanities, there has been a lack of empirical studies providing evidence to support such accounts – especially those focusing on the long-term effects and impact on patient care. Our systematic literature search and review of empirical studies regarding the effects of teaching close reading of fictional texts and creative writing to medical and health care students, tentatively confirmed previous indications of positive effects. Larger, multi-site and more rigorous studies that assess the long-term impacts of these educational interventions and adjust for local variations are, however, still in short supply. Finally, we present critical reflections on whether empathy and similar phenomena are at all measurable and discuss the possibility of meaningfully evaluating the utility of curricular interventions such as narrative medicine courses.

AB - The University of Southern Denmark has introduced a mandatory course in Narrative Medicine into the curriculum of undergraduate medical students. It is part of a trajectory called ‘Human First’, which aims to improve the students’ empathic abilities by teaching them narrative competencies to draw on in their future clinical encounters as medical doctors. Although, theoretical accounts seem to make a strong case for the utility and value of educational interventions, such as courses in narrative medicine or medical humanities, there has been a lack of empirical studies providing evidence to support such accounts – especially those focusing on the long-term effects and impact on patient care. Our systematic literature search and review of empirical studies regarding the effects of teaching close reading of fictional texts and creative writing to medical and health care students, tentatively confirmed previous indications of positive effects. Larger, multi-site and more rigorous studies that assess the long-term impacts of these educational interventions and adjust for local variations are, however, still in short supply. Finally, we present critical reflections on whether empathy and similar phenomena are at all measurable and discuss the possibility of meaningfully evaluating the utility of curricular interventions such as narrative medicine courses.

U2 - 10.7146/tfss.v16i31.116961

DO - 10.7146/tfss.v16i31.116961

M3 - Journal article

VL - 16

SP - 141

EP - 165

JO - Tidsskrift for forskning i sygdom og samfund

JF - Tidsskrift for forskning i sygdom og samfund

SN - 1604-3405

IS - 31

ER -

ID: 361846791