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Interactive Cases using the Medical Stories of a Living Anatomical Donor
Author(s) -
Elzie Carrie,
Wellman Laurie,
Ortiz Fabian,
Clark Russ M.,
Goodmurphy Craig W.
Publication year - 2018
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.2018.32.1_supplement.233.4
Subject(s) - narrative , feeling , competence (human resources) , conversation , compassion , storytelling , psychology , empathy , narrative medicine , medical education , session (web analytics) , medicine , communication , social psychology , literature , art , computer science , world wide web , political science , law
Narrative medicine is an important and expanding new field that recognizes the value of storytelling in the acts of doctoring. Narrative competence involves recognizing, absorbing, metabolizing, interpreting and being moved by the stories of illness. Our goal was to incorporate this valuable aspect of medicine into the gross anatomy course with first year medical students. To do so, we have taken the illness stories of one living anatomical donor, Mr. Clark, and transformed them into interactive cases and discussions to teach not only the humanity of medicine, but also the anatomical sciences. Five digital interactive cases were generated combining Mr. Clark's personal narratives of his medical encounters, his own medical records and relevant anatomical content using Articulate Storyline. Students reviewed the cases prior to attending a discussion session with Mr. Clark facilitated by a physician where students were allowed to ask any questions which ranged from personal feelings to medical details to financial implications. Qualitative analysis has shown that the conversation has reflected more compassion and reflection than science and medicine. However, anatomical questions based on the cases have performed equally or better than the traditional anatomical course content. Anatomical reflections since the addition of Mr. Clark, who has participated in every anatomy lab and ultrasound session, have become more empathetic and less egoistic. Focus group feedback and course evaluations have been overwhelmingly positive and reviews have outranked similar cases using virtual patients. Thus we encourage all anatomy programs to reach out to prospective donors, as the addition of their stories, has truly enhanced our anatomy course and our students' learning. This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal .