Application of narrative in medical ethics
Abstract
The use of narratives as narrative discourse is a tool used to express the experiences of individuals (1). In medical sciences, the use of the narrative approach has been emphasized by Rita Charon (2). Researchers who have used a narrative approach in medical education claim that practicing narrative writing can improve health care provision (3 - 6). In the health care system, narration is the usage of literature on patients' stories to facilitate clinical decision-making for physicians. Lately, the narrative has applied a healing potential as “narrative care”, a method that uses story to improve health care. This approach focuses on patients' stories (7). The narrative plays a very effective role in making difficult ethical decisions, and therefore it is important to keep considerations and consequences in mind (8).
Hurwitz B. The narrative turns in medical ethics. The Lancet. 2003; 361: 1309.
Jones AH. Narrative in medical ethics. BMJ. 1999; 318(7178): 253-6.
Appelbaum KL. Commentary: the art of forensic report writing. J Am Acad Psychiatry Law. 2010; 38(1): 43-5.
Charon R. Narrative Medicine: Honoring the Stories of Illness. UK: Oxford University Press; 2008.
Pennebaker JW. Telling stories: the health benefits of narrative. Lit Med. 2000;19(1): 3-18.
Rees G. Mortal exposure: on the goodness of writing medical ethics. Perspect Biol Med. 2008; 51(2):163-75.
Baldwin C. Narrative ethics for narrative care. J Aging Stud. 2015; 34: 183-9.
Lossignol D. Narrative ethics in the field of oncology. Curr Opin Oncol. 2014; 26(4):385-8.
McCarthy J. Principlism or narrative ethics: must we choose between them? Med Humanit. 2003; 29(2): 65-71.
Shapiro J. Walking a mile in their patients' shoes: empathy and othering in medical students' education. Philos Ethics Humanit Med. 2008; 3: 10.
Kenny NP, Mann KV, MacLeod H. Role modeling in physicians' professional formation: reconsidering an essential but untapped educational strategy. Acad Med. 2003; 78(12): 1203-10.
Levine RB, Kern DE, Wright SM. The impact of prompted narrative writing during internship on reflective practice: a qualitative study. Adv Health Sci Educ. 2008;13(5): 723-33.
Branch WT. Use of critical incident reports in medical education. J Gen Intern Med. 2005; 20(11): 1063-7.
Macnaughton J. The humanities in medical education: context, outcomes and structures. Med Humanit. 2000; 26(1): 23-30.
Kwilosz DM. Patient as teacher. Death studies. 2005; 29(8): 737-44.
Christianson CE, McBride RB, Vari RC, Olson L, Wilson HD. From traditional to patient-centered learning: curriculum change as an intervention for changing institutional culture and promoting professionalism in undergraduate medical education. Acad Med. 2007; 82(11): 1079-88.
Smith KL, Saavedra R, Raeke JL, O’Donell AA. The journey to creating a campus-wide culture of professionalism. Acad Med. 2007; 82(11): 1015-21.
Kelly AM, Mullan PB. Teaching and assessing professionalism in radiology: resources and scholarly opportunities to contribute to required expectations. Acad Radiol. 2018; 25(5): 599-609.
Coles R. Medical ethics and living a life. N Engl J Med. 1979; 301: 444-6.
Tovey P. Narrative and knowledge development in medical ethics. J Med Ethics. 1998; 24(3): 176-81.
Files | ||
Issue | Vol 12 (2019) | |
Section | Commentary | |
DOI | https://doi.org/10.18502/jmehm.v12i13.1642 | |
Keywords | ||
No Keywords |
Rights and permissions | |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |