1,314
Views
5
CrossRef citations to date
0
Altmetric
Educational Case Report

A Novel Narrative Medicine Approach to DEI Training for Medical School Faculty

ORCID Icon, ORCID Icon, , ORCID Icon &
Pages 457-466 | Received 21 Oct 2021, Accepted 05 Apr 2022, Published online: 24 May 2022

References

  • Afolabi T, Borowsky HM, Cordero DM, et al. Student-led efforts to advance anti-racist medical education. Acad Med. 2021;96(6):802–807. doi:10.1097/ACM.0000000000004043.
  • Gonzalo JD, Chang A, Wolpaw DR. New educator roles for health systems science: implications of new physician competencies for U.S. Medical School Faculty. Acad Med. 2019;94(4):501–506. doi:10.1097/ACM.0000000000002552.
  • Hill KA, Samuels EA, Gross CP, et al. Assessment of the prevalence of medical student mistreatment by sex, race/ethnicity, and sexual orientation. JAMA Intern Med. 2020;180(5):653. doi:10.1001/jamainternmed. 2020.0030.
  • Jones AC, Nichols AC, McNicholas CM, Stanford FC. Admissions is not enough: the racial achievement gap in medical education. Acad Med. 2021;96(2):176–181. doi:10.1097/ACM.0000000000003837.
  • Hidalgo D, McElroy I. Racial trauma perpetuated by academic medicine to those in its ranks. ANNALSATS. Published online July 8, 2021.
  • Iwai Y, Khan ZH, DasGupta S. Abolition medicine. The Lancet. 2020;396(10245):158–159. doi:10.1016/S0140-6736(20)31566-X.
  • Mangione S, Tykocinski ML . Virchow at 200 and Lown at 100 – physicians as activists. N Engl J Med. 2021;385(4):291–293. doi:10.1056/NEJMp2103050.
  • Lupton KL, O’Sullivan PS. How medical educators can foster equity and inclusion in their teaching: a faculty development workshop series. Acad Med. 2020;95:S71–S76. doi:10.1097/ACM.0000000000003687.
  • Charon R. What narrative competence is for. Am J Bioeth. 2001;1(1):62–63. doi:10.1162/152651601750079186.
  • Charon R, DasGupta S, Hermann N. The Principles and Practice of Narrative Medicine. Oxford: Oxford University Press; 2017. Accessed July 23, 2021. doi: 10.1093/med/9780199360192.001.0001.
  • DasGupta S, Meyer D, Calero-Breckheimer A, Costley AW, Guillen S. Teaching cultural competency through narrative medicine: intersections of classroom and community. Teach Learn Med. 2006;18(1):14–17. doi:10.1207/s15328015tlm1801_4.
  • Charon R. To see the suffering. Acad Med. 2017;92(12):1668–1670. doi:10.1097/ACM.0000000000001989.
  • Charon R . The patient-physician relationship. Narrative medicine: a model for empathy, reflection, profession, and trust. JAMA. 2001;286(15):1897–1902. doi:10.1001/jama.286.15.1897.
  • Chu SY, Wen CC, Lin CW. A qualitative study of clinical narrative competence of medical personnel. BMC Med Educ. 2020;20(1):415. doi:10.1186/s12909-020-02336-6.
  • Lijoi AF, Tovar AD. Narrative medicine: re-engaging and re-energizing ourselves through story. Int J Psychiatry Med. 2020;55(5):321–330. doi:10.1177/0091217420951039.
  • Winkel AF, Feldman N, Moss H, Jakalow H, Simon J, Blank S. Narrative medicine workshops for obstetrics and gynecology residents and association with burnout measures. Obstet Gynecol. 2016;128(1):27S–33S. doi:10.1097/AOG.0000000000001619.
  • DasGupta S. Reading bodies, writing bodies: self-reflection and cultural criticism in a narrative medicine curriculum. Lit Med. 2003;22(2):241–256. doi:10.1353/lm.2003.0018.
  • Ross PT, Lypson ML. Using artistic-narrative to stimulate reflection on physician bias. Teach Learn Med. 2014;26(4):344–349. doi:10.1080/10401334.2014.945032.
  • Charon R, Irvine C, Oforlea AN, Colón ER, Smalletz C, Spiegel M. Racial justice in medicine: Narrative practices toward equity. Narrative. 2021;29(2):160–177. doi:10.1353/nar.2021.0008.
  • Acosta D, Ackerman-Barger K. Breaking the silence: Time to talk about race and racism. Acad Med. 2017;92(3):285–288. doi:10.1097/ACM.0000000000001416.
  • DasGupta S, Fornari A, Geer K, et al. Medical education for social justice: Paulo Freire revisited. J Med Humanit. 2006;27(4):245–251. doi:10.1007/s10912-006-9021-x.
  • Mosley MP, Tasfia N, Serna K, Camacho‐Rivera M, Frye V . Thinking with two brains: Student perspectives on the presentation of race in pre-clinical medical education. Med Educ. 2021;55(5):595–603. doi:10.1111/medu.14443.
  • Bonham VL, Umeh NI, Cunningham BA, Abdallah KE, Sellers SL, Cooper LA. Primary care physicians’ collection, comfort, and use of race and ethnicity in clinical practice in the United States. Health Equity. 2017;1(1):118–126. doi:10.1089/heq.2017.0015.
  • Freire P. Pedagogy of the oppressed. 30th anniversary ed. Continuum; 2000.
  • Hsieh HF, Shannon SE. Three approaches to qualitative content analysis. Qual Health Res. 2005;15(9):1277–1288. doi:10.1177/1049732305276687.
  • Metzl JM, Hansen H. Structural competency: Theorizing a new medical engagement with stigma and inequality. Soc Sci Med. 2014;103:126–133. doi:10.1016/j.socscimed.2013.06.032.
  • DasGupta S. Narrative humility. The Lancet. 2008;371(9617):980–981. doi:10.1016/S0140-6736(08)60440-7.
  • Gowda D, Curran T, Khedagi A, et al. Implementing an interprofessional narrative medicine program in academic clinics: Feasibility and program evaluation. Perspect Med Educ. 2019;8(1):52–59. doi:10.1007/s40037-019-0497-2.
  • Lanocha N. Lessons in stories: Why narrative medicine has a role in pediatric palliative care training. Children (Basel). 2021;8(5):321. doi:10.3390/children8050321.
  • Iwai Y, Lusk P. Transition to virtual reflection: Narrative medicine during COVID-19. MedEdPublish. 2020;9:112. doi:10.15694/mep.2020.000112.1.
  • Argueza BR, Saenz SR, McBride D. From diversity and inclusion to antiracism in medical training institutions. Acad Med. 2021;96(6):798–801. doi:10.1097/ACM.0000000000004017.
  • Mangione S, Chakraborti C, Staltari G, et al . Medical students’ exposure to the humanities correlates with positive personal qualities and reduced burnout: A multi-institutional U.S. Survey. J Gen Intern Med. 2018;33(5):628–634. doi:10.1007/s11606-017-4275-8.
  • Liu EY, Batten JN, Merrell SB, Shafer A. The long-term impact of a comprehensive scholarly concentration program in biomedical ethics and medical humanities. BMC Med Educ. 2018;18(1):204. doi:10.1186/s12909-018-1311-2.
  • Rodríguez JE, Campbell KM, Pololi LH. Addressing disparities in academic medicine: what of the minority tax? BMC Med Educ. 2015;15:6. Feb1doi:10.1186/s12909-015-0290-9.
  • Olding MN, Rhodes F, Humm J, Ross P, McGarry C. Black, White and Gray: Student perspectives on medical humanities and medical education. Teach Learn Med. 2022;34(2):223–211. doi:10.1080/10401334.2021.1982717.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.