Narrative Medicine 敘事醫學

Slides:



Advertisements
Similar presentations
期末考试作文讲解 % 的同学赞成住校 30% 的学生反对住校 1. 有利于培养我们良好的学 习和生活习惯; 1. 学生住校不利于了解外 界信息; 2 可与老师及同学充分交流有 利于共同进步。 2. 和家人交流少。 在寄宿制高中,大部分学生住校,但仍有一部分学生选 择走读。你校就就此开展了一次问卷调查,主题为.
Advertisements

高考英语短文改错 试题解析 内蒙古师范大学外国语学院 方芳 2011 年 3 月. 一、短文改错设疑方式 此 题要求改正所给短文中的错误。对标有 题号的每一行做出判断: 1) 如无错误,在该行右边横线上画一个 ( );如有错误(每行只有一个错误), 则按下列情况改正:
考研英语复试 口语准备 考研英语口语复试. 考研英语复试 口语准备 服装 谦虚、微笑、自信 态度积极 乐观沉稳.
A self-reflection of my teaching design Unit 1 New Friends New Faces 戴弘梧.
有效教學與多元評量 :理念、策略與應用 羅文基 龍華科技大學
大班教學經驗分享 朱慶琪 中央大學物理系 2010/05/05 中央大學,中壢.
復元動力 復元動力 2013年5月11日 游秀慧 新生精神康復會 行政總裁
Virginia Satir 维吉尼亚·萨提尔( ): Family Therapy.
Section B Period Two.
IFY Parents Meeting 3 December 年12月3日家长会
他是誰 ? Internal medicine Shih-Li Su.
曲延棣 副教授兼系主任 義守大學 醫務管理學系
专题八 书面表达.
Helping my child with reading and writing(II)
How can we become good leamers
Today – Academic Presentation 学术报告
Chapter 29 English Learning Strategy Of High School Students
2013年 安徽高考研讨会 英 语.
Responsive Classroom Approach 回应式课堂教学法
嬰幼兒團體照顧 文化與早期自我身分的形成 During the first three years of life, infants and toddlers are developing their first sense of self as well as learning cultural rules.
國立中山大學 新進教師研習會 專題演講 主動建構的學習教學觀 及其應用示例   陳忠志 輔英科技大學 科教中心     民國96年9月15日.
普特英语网-北外PASS留学基地2012年秋系列英语讲座:
摘要的开头: The passage mainly tells us sth.
Section A Period One. 每课时单词和短语的预热温习 环节,要求学生快速读出英文单词, 说出汉语意思。 该环节可帮助学生在课初对早 读时间已熟读记忆过的单词及短语 进行快速温习回顾,巩固记忆,为 接下来的学习做好词汇准备。研究 表明,词汇的熟悉度越高,阅读的 速度越快,理解力也越高。
Unit 11 I like the Spring Festival best
Been During the Vacation?
Unit 5.
Module 5 Shopping 第2课时.
影视作品欣赏—— 《简·爱》 所追求的爱情 主讲人:岑红霞 浙江广播电视大学教学中心.
優質教育基金研究計劃研討會: 經驗分享 - 透過Web 2.0推動高小程度 探究式專題研習的協作教學模式
Fun with English 7A Unit 2 Main task.
東華三院呂潤財紀念中學 叢蔣漢校長 2012年4月20日 (星期五)
学练优英语教学课件 八年级(上) it! for Go
初二英语写作课 课件 福建省闽清县第一中 王国豪
肢體殘障人士 Physically handicapped
Guide to Freshman Life Prepared by Sam Wu.
Unit 5 Why do you like pandas?
G10 PARENT MEETING COURSE SELECTION 高一选课家长会 PRESENTED BY B
Improving Your TPCK Teacher Learning Community 提升教師科技教學知識之專業社群
但是如果你把它发给最少两个朋友。。。你将会有3年的好运气!!!
Lesson 21:The Fable of the Woodcutter
臨床教學回饋技巧 與能力評估 長庚紀念醫院 急診醫學科.
Lesson 28 How Do I Learn English?
Oxford English Module 3 Out and about 8 Visiting museums.
Unit 1.
Try to write He Mengling Daqu Middle School.
Could you please clean your room?
基于课程标准的校本课程教学研究 乐清中学 赵海霞.
Single’s Day.
Review Final Chinese 2-Chapter 6~10-1
客户服务 售后服务.
Traditional Chinese Medicine
Unit 1 How can we become good learners?
12年國民基本教育課程總綱 核心素養概念及其課程轉化
Have you read Treasure Island yet?
Unit 8 Our Clothes Topic1 What a nice coat! Section D 赤峰市翁牛特旗梧桐花中学 赵亚平.
Unit 5 Reading A Couch Potato.
The impact of IES 8 on the global profession
中央社新聞— <LTTC:台灣學生英語聽說提升 讀寫相對下降>
-----Reading: ZhongGuanCun
突出语篇语境,夯实词汇语法 一模试卷单选完形分析 及相应的二轮复习对策 永嘉罗浮中学 周晓媚.
预立医疗照护计划-在医疗护理活动中的植入
Philosophy of Life.
高考应试作文写作训练 5. 正反观点对比.
98年國中基測暨新量尺計分方式宣導 宜昌國中 詹如晴老師.
TEEN CHALLENGE Next Steps 核心价值观总结 CORE VALUES 青年挑战核心价值观
九十八年國中基本學力測驗說明 國民中學學生基本學力測驗 推動工作委員會.
Unit 1 How do you study for a test?
哀傷輔導工作坊 19/12/2009 prepared by Mok Ping Kan
Infrastructure as Learning Environment 学习环境的基础结构
Presentation transcript:

Narrative Medicine 敘事醫學 胸腔科黃建達 2011-4-7 7:30 – 8:30

多一點故事,少一點理論 Robert Coles: 當他開始用聽故事的方式了解病人時 他邀請病人共同編寫有關於自己疾病的故事 發現自己彷彿配備了另一雙耳朵 不再僅僅專注於收集有助診斷的「症狀」,套入各種疾病的「模型」,然後安排適當的「治療」 他邀請病人共同編寫有關於自己疾病的故事 擴大為生命的故事 豐富了對病人的理解與關懷。 讓生命訴說自己的故事:敘事與醫學 http://tw.myblog.yahoo.com/mental-shelter/article?mid=173&sc=1

What is Narrative Medicine? 敘事醫學 哥倫比亞大學Rita Charon醫師 2000 提出了「Narrative medicine」 International movement to include reflective reading and writing in physician practice Poetry, stories, memoirs written by doctors, other health care professionals, students and patients

醫學知識應分為兩組 Rita Charon 第一組是客觀的「logical-scientific knowledge」 是對疾病的遺傳、病理基礎的了解與治療。 第二組則是主觀的「narrative knowledge」 是在病人的理解與故事中,疾病所扮演的角色,所象徵的意義,所帶來的變化與所隱含的功能,這些細節應該由醫師與病人共同編寫、探索。 Rita Charon

Narrative Medicine 敘事醫學鼓勵每個人書寫、分享、重新建構自己的故事 對醫師、病人 傳統病歷的書寫從收集症狀、建立因果關係、診斷排序下手,是一種「reductionist」的簡化、歸納手段, 敘事醫學鼓勵每個人書寫、分享、重新建構自己的故事 對醫師、病人 敘事則邀請更多可能性、更多細節來豐富理解 可能必須花上更多時間 值不值得? 讓生命訴說自己的故事:敘事與醫學 http://tw.myblog.yahoo.com/mental-shelter/article?mid=173&sc=1

「只有聽得懂他人的故事我們才能開始思考如何解除他人的苦痛」 美國許多醫學院 --- 在訓練課程中加入了文學賞析 「只有聽得懂他人的故事我們才能開始思考如何解除他人的苦痛」 --- 醫學的初衷 Charon醫師在紐約哥倫比亞大學 --- 開了一門「Narrative Medicine」碩士班 讓生命訴說自己的故事:敘事與醫學 http://tw.myblog.yahoo.com/mental-shelter/article?mid=173&sc=1

敘事醫學與六大核心能力 Physician and Patient, Self, Family  Patient Care Physician and Self, Patient  Medical Knowledge Physician and Self, Patient, Colleagues, Society  Practice-Based Learning and Improvement Physician and Patient, Colleagues, Society  Systems-Based Practice All Situations  Interpersonal and Communication Skills Professionalism

敘事醫學與療傷 For Patient For Provider Coping strategy; facilitates adjustment/ adaptation Process feelings and reactions Expression and communication Promote healing, improved health outcomes For Provider Process reactions to difficult situations/grief Protection against burnout Reduce practitioner stress Improves patient-centered care Yamada, S.et al. Family narratives, culture, and patient-centered medicine, Medical Student Education, 2003; 35(4), pp.279-283. Reduces practitioner stress Brady, DWet al. "What's important to you?": The use of narratives to promote self-reflection and to understand the experiences of medical residents, Annals of Internal Medicine, 2002; 137(3), pp. 220-223. Yamada, S.et al. Medical Student Education, 2003; 35(4), pp.279-283. Brady, DWet al. Annals of Internal Medicine, 2002; 137(3), pp. 220-223.

敘事醫學與同理心 Empathy 同理心 students practice taking the view of another person (a patient, family member, other healthcare providers) they see the patient as a person within a family, community, and culture Halpern J. From detached concern to empathy: humanizing medical practice. New York: Oxford University Press, 2001. Das Gupta S & Charon R. Personal Illness Narratives: Using Reflective Writing to Teach Empathy. Acad Med. 2004;79:351–356.

supporting their skills of observation Narrative Medicine does not make medical students into "writers," but makes them better doctors supporting their skills of observation encouraging their reflection in a clinical context showing the students that their thoughts, feelings, and questions are heard through the responses from the mentors. Narrative Medicine at UNM IRCME Symposium, March 16, 2007

內容分析 Initiation: first-time experiences Identity Awe Frustration and disillusion Questioning Values Narrative Medicine at UNM IRCME Symposium, March 16, 2007

Students say this writing helped them to perceive their clinical work in a thoughtful way become more observant and analytical look for recurrent patterns respond better to patients. Narrative Medicine at UNM IRCME Symposium, March 16, 2007

Faculty comments: responding to student's reflective writing makes the mentor more reflective Helps keep me in touch with students at the early stage of training I got a much better insight into how students grow over time. It has made me look closer at my own behavior as a teacher, mentor and clinician. Narrative Medicine at UNM IRCME Symposium, March 16, 2007 Reflective

RESULTS: “time well spent” Students and mentors overwhelmingly positive Most mentors return Explosion of student interest: From a class of 75 students: 9 took Narrative Medicine track in 2005 22 in 2006 54 in 2007 Narrative Medicine at UNM IRCME Symposium, March 16, 2007

CONCLUSION: A Narrative Medicine experience can be: simple to set up requires a very modest investment in student and faculty time rewards the effort with increased reflection and satisfaction for both students and faculty. Narrative Medicine at UNM IRCME Symposium, March 16, 2007

“I write the story. The story writes me.” 發展敘事醫學能力 “I write the story. The story writes me.” ~Watts “It turns out, as I wrote deeper and deeper into my subject, I revealed more and more about myself. That, I guess, is what literature does. Makes us set aside inhibitions. Makes us find a pathway to the interior.

推動敘事醫學的目的 反省 溝通 教育 高雄醫學大學呼吸治療學系 林慧如助理教授

TRAINING MODEL KNOWLEDGE KNOWLEDGE ACQUISITION APPLICATION (Novice) (Beginner) STORIES = TOOLS TO ASSESS & IMPROVE (Competent) Lawrence & Viken (2004). RAP

Narrative Medicine Skills Observation Active listening Ability to tell the patient’s story 感動別人 Verghese A. The physician as storyteller. Ann Intern Med 2001;135:1012-7.

敘事學的兩種型式 1.簡單敘述 由一位具體的敘述者所講述的故事 2.模仿敘述 由全知而無實體的存在角度岀發講述故事 敘事者身份隱藏

案例試寫 臨床上曾有什麼困擾你的倫理事件嗎? 對這事件印象最深的一個「場景」 回想此場景,直接浮現的3-4個「印象點」「關鍵對話」 以這3-4個「印象點」描繪一個簡短的故事 請給它一個最適當的簡短標題 不要套用術語儘量還原到原初情境 高雄醫學大學呼吸治療學系 林慧如助理教授

孩子還給我 “Twenty-four year-old, 28 weeks pregnant. Small abruption, dilated to 4 or 5, s/p mag. Signed out AMA to smoke. Down. Abrupted. Bled. Came up baby dead. Positive cocaine. Stupidity. Irritated.” Howis could also do “Mr. White” Howis Y. Toler, M.D. The 27th Forum for Behavioral Sciences in Family Medicine September 2006

還原情境 還原情境的第一步驟:不套用術語 其次:為故事命名 範例: 孩子還給我 機器人女孩 大象男孩 父親的害怕

醫學敘事文學創作徵文比賽file://localhost/Users/cdhuang/Desktop/Narrative Medicine/醫學倫理文學創作徵.doc - narrative medicine

How to Get Started… Critical Components Curriculum Integration Application Assessment Howis Y. Toler, M.D. The 27th Forum for Behavioral Sciences in Family Medicine September 2006

Critical Components Resident champion/facilitator “Safe” faculty member Education about narrative competence, narrative medicine, and core competencies Motivation Noon conference credit & food Opportunities to practice & experiment with writing Acceptance, comfort level Willingness to share, model for others Literature, literature, literature Howis Y. Toler, M.D. The 27th Forum for Behavioral Sciences in Family Medicine September 2006

Integrating Narrative Medicine into the Curriculum Use during orientation to help residents get to know one another Include writing exercises in required didactics and seminars Narrative Medicine Rounds Read orientation intro’s Critical incidents/experiences Opportunities for reflection on learning and development Improved understanding of specific competencies Howis Y. Toler, M.D. The 27th Forum for Behavioral Sciences in Family Medicine September 2006

Narrative Medicine Rounds

Narrative Medicine Rounds Requirements Complete pre- and post- self-assessment questionnaires Attend and participate in at least 50% of scheduled Narrative Medicine Rounds Keep a personal journal Have fun! Howis Y. Toler, M.D. The 27th Forum for Behavioral Sciences in Family Medicine September 2006

Narrative Medicine Rounds Session Format Brief 5 to 10 minute didactic Reading of the day Time to write Reaction to reading Guided writing Personal reflection Time to share Howis Y. Toler, M.D. The 27th Forum for Behavioral Sciences in Family Medicine September 2006

Narrative medicine round Plan 敘事文章書寫一篇 優秀文章選拔與研讀 Narrative medicine round

References Howis Y. Toler, M.D., Julie Wood-Warner, Ph.D. Research Medical Center Family Medicine Residency, Kansas City, MO The 27th Forum for Behavioral Sciences in Family Medicine September 2006 Ellen M. Cosgrove, MD FACP Senior Associate Dean, Education, University of New Mexico. Narrative Medicine at UNM IRCME Symposium March 16, 2007 讓生命訴說自己的故事:敘事與醫學 http://tw.myblog.yahoo.com/mental-shelter/article?mid=173&sc=1 臨床敘事倫理 高雄醫學大學呼吸治療學系 林慧如助理教授 敘事醫學與醫療專業 長庚兒童氣喘過敏風濕科副教授林思偕 長庚醫訊29卷07期

「只有聽得懂他人的故事,我們才能開始思考如何解除他人的苦痛」 Take HoME Messages Narrative Medicine does not make medical students into "writers," but makes them better doctors 「只有聽得懂他人的故事,我們才能開始思考如何解除他人的苦痛」

Thank You!