Beyond catharsis: the nuanced emotion of patient storytellers in an educational role

Abstract

The multiple storytelling experiences of our participants and ongoing educational nature of their role provides unique insight into how emotions ebb and flow across tellings, how emotions can be both a surprise and a rhetorical strategy, and how emotions are influenced by audience acknowledgement. These findings contribute to an emerging conversation regarding the power and politics of selecting and using storytellers for organisational purpose. Implications include how we support patient storytellers in educational roles and how we can sustainably integrate patient storytelling into health professional education.

Active roles for patients in health education

“…However, a qualitative study conducted by Roebotham et al suggests possible dangers to patients in incorporating them and their experiences into formalised teaching. 3 The Canadian team investigated a hospital education programme initiated in 2014. Patients and caregivers were recruited and trained to share their stories in small group presentations, as part of the curriculum for continuing staff education, at grand rounds and workshops.…”

“…Institutions must work to ensure that these activities remain 'ethical and sustainable' by respecting the patients and their stories. 3 When patients are included in education, whether formal or informal, they function as representatives of a wider population. Rowland and Kumagai at the University of Toronto used sociological and political ideology in their qualitative analysis to delineate how the mode of representation used -democratic, statistical or symbolic -influences the patient-student dynamic.…”

“…However, a qualitative study conducted by Roebotham et al. suggests possible dangers to patients in incorporating them and their experiences into formalised teaching . The Canadian team investigated a hospital education programme initiated in 2014.…”

“…Storytellers gave evidence of feeling pressured to show emotion, and although sharing their emotions was largely positive – allowing for connection, confidence and catharsis – it was uncontrollable, and could leave patients feeling fatigued, vulnerable and exploited. Institutions must work to ensure that these activities remain ‘ethical and sustainable’ by respecting the patients and their stories …”

“…Clinical educators may identify which voices need to be included from their own health districts to give students a realistic and diverse appreciation of their patient population. The danger of patient ‘commodification’ that Roebotham et al identifies in in‐person storytelling may be overcome by using the video narratives of Coret et al, or should be supplemented with adequate training and debriefing . Overall, for health care professionals to develop the understanding and communication that patient‐centred care requires, it makes sense that patients should be involved more directly in their education.…”