Title |
From Particularities to Context: Refining Our Thinking on Illness Narratives
|
---|---|
Published in |
The AMA Journal of Ethic, March 2017
|
DOI | 10.1001/journalofethics.2017.19.3.msoc1-1703 |
Pubmed ID | |
Authors |
Annie Le, Kara Miller, Juliet McMullin |
Abstract |
This paper examines how illness narratives are used in medical education and their implications for clinicians' thinking and care of patients. Ideally, collecting and reading illness narratives can enhance clinicians' sensitivity and contextual thinking. And yet these narratives have become part of institutionalizing cultural competency requirements in ways that tend to favor standardization. Stereotyping and reductionistic thinking can result from these pedagogic approaches and obscure structural inequities. We end by asking how we might best teach and read illness narratives to fulfill the ethical obligations of listening and asking more informative clinical interview questions that can better meet the needs of patients and the community. |
X Demographics
Geographical breakdown
Country | Count | As % |
---|---|---|
United States | 7 | 35% |
Switzerland | 1 | 5% |
Latvia | 1 | 5% |
Colombia | 1 | 5% |
Unknown | 10 | 50% |
Demographic breakdown
Type | Count | As % |
---|---|---|
Members of the public | 16 | 80% |
Practitioners (doctors, other healthcare professionals) | 3 | 15% |
Scientists | 1 | 5% |
Mendeley readers
Geographical breakdown
Country | Count | As % |
---|---|---|
Unknown | 69 | 100% |
Demographic breakdown
Readers by professional status | Count | As % |
---|---|---|
Student > Bachelor | 13 | 19% |
Student > Ph. D. Student | 7 | 10% |
Student > Master | 7 | 10% |
Student > Postgraduate | 5 | 7% |
Student > Doctoral Student | 4 | 6% |
Other | 16 | 23% |
Unknown | 17 | 25% |
Readers by discipline | Count | As % |
---|---|---|
Medicine and Dentistry | 24 | 35% |
Nursing and Health Professions | 8 | 12% |
Social Sciences | 7 | 10% |
Arts and Humanities | 3 | 4% |
Psychology | 3 | 4% |
Other | 6 | 9% |
Unknown | 18 | 26% |