Open Access“I’m sure that there is something healing in the writing process”
Author(s) -
Helle Ploug Hansen,
Sara Seerup Laursen,
Ann Dorthe Olsen Zwisler,
Anders Juhl Rasmussen
Publication year - 2019
Publication title -
tidsskrift for forskning i sygdom og samfund
Language(s) - English
Resource type - Journals
eISSN - 1904-7975
pISSN - 1604-3405
DOI - 10.7146/tfss.v16i31.116963
Subject(s) - empathy , narrative , medical humanities , psychological intervention , narrative medicine , curriculum , reading (process) , psychology , medical education , empirical research , empirical evidence , narrative review , health care , medicine , nursing , pedagogy , social psychology , psychotherapist , epistemology , political science , literature , art , philosophy , law
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.