April 17, 2015 · 8:00 am
Round two in Iowa City has already been a blast!
I enjoyed stepping outside of the medical school world and back into my literature/medicine enthusiast role at The Examined Life conference, where I led a discussion forum about “Introducing Illness Narratives in Pre-Health Education.” I shared some background about the undergraduate class that I taught, Grand Rounds: Exploring the Literary Symptoms through Narrative, and led a discussion about the broader implications of such a course in pre-health education.
It was exciting and less anxiety-provoking than I anticipated to lead the session. The room was less than ideal, for it was more of a lecture setting that a discussion room, but we made the most of it by moving towards the center of the room and engaging in both small and large group discussions.
One comment in my session particularly stood out to me when someone challenged the very label “illness narratives”; instead, he suggested that if health really is a spectrum, they should be called “health narratives.” I found this to be an especially powerful point that questions how our own terminology may impact and “other” our perception of these narratives and people. If only changing such labels were as simple.
As always, I was struck by the diverse range of people that this conference attracts and the many personal experiences that have led people here. Special thanks to all who participated in my discussion, and I’m looking forward to taking a step back and enjoying the rest of the conference!
Grand Rounds: Course Overview
TEL-Grand Rounds overview final
Filed under Grand Rounds, Narrative Medicine Research
Tagged as compassion, disability studies, education, empathy, humanism in medicine, Illness Narrative, Medical Humanities, Narrative Medicine, pre-health, pre-medical
August 4, 2014 · 10:00 am
With my White Coat Ceremony over and the start of medical school looming in the very near future, it seems inevitable to me that this website will be transformed, just as I will. While I’m not certain exactly how, I have several ideas about where I hope to go.
The stethoscope presented to us at our White Coat Ceremony reminded me of my original purpose in creating this blog. The stethoscope embodies, both literally and figuratively, one of my favorite components of the practice of medicine: the ability to listen. When I first discovered the genre of illness narratives, I felt compelled to listen keenly to the experiences of those with illness and the variety of ways in which they can be expressed.
But just as a stethoscope alone does not provide a diagnosis, I’ve come to realize that there is more to receiving these narratives than to listen. I write because I believe also in the value of sharing, of moving forward and doing something with what I learn through listening.
As I move into this next phase of my life, I want to rededicate this website to its original purpose of receiving and sharing ideas about illness narratives. But I want to do so from an entirely different perspective: as a medical student studying to become a physician rather than an undergraduate with hopes to enter medicine. And by acknowledging how different these two realms are, I can begin to understand from within just how medicine acknowledges the narratives of the ill.
I’m sure that I will be busy scribbling lecture notes, reading and rereading textbooks, and dissecting the human body. But all the while, as I study the science of medicine, I plan to bear in mind the art of medicine. I hope to applaud but also question and even criticize the ways that we talk about illness and about people in the institution of medical education.
I believe in the power of illness narratives. And, ultimately, in “Humanism in Medicine.”