Learning to Blur the Edges during <scp>COVID</scp>‐19: Reconnecting with What Matters Via Narrative Medicine

Danford, Julia; Jain, Raina H; Holdcroft, L.A.; Warren, C.

doi:10.1111/jgs.16714

Cited by 2 publications

(2 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Unsolicited, multiple residents encouraged rotating medical students to conduct similar consultations using the HTH model, signaling both a perception of value and a meaningful change in the practice of those residents. At the program level, a group of medical students designed and implemented an HTH-derivative geriatric narrative telemedicine elective in the spring of 2020, in response to concern for isolation in the face of COVID-19 [ 15 ]. We are also actively adapting this model for a new WRJVA-based IM resident telemedicine elective.…”

Section: Discussionmentioning

confidence: 99%

Healing Through History: a qualitative evaluation of a social medicine consultation curriculum for internal medicine residents

et al. 2021

View full text Add to dashboard Cite

Background Social context guides care; stories sustain meaning; neither is routinely prioritized in residency training. Healing Through History (HTH) is a social medicine consultation curriculum integrating social determinants of health narrative into clinical care for medically and socially complex patients. The curriculum is part of an internal medicine (IM) residency outpatient clinical rotation at a Veterans Health Administration hospital. Our aim was to explore how in-depth social medicine consultations may impact resident clinical practice and foster meaning in work. Methods From 2017 to 2019, 49 categorical and preliminary residents in their first year of IM training were given two half-day sessions to identify and interview a patient; develop a co-produced social medicine narrative; review it with patient and faculty; and share it in the electronic health record (EHR). Medical anthropologists conducted separate 90-min focus groups of first- and second-year IM residents in 2019, 1–15 months from the experience. Results 46 (94%) completed HTH consultations, of which 40 (87%) were approved by patients and published in the EHR. 12 (46%) categorical IM residents participated in focus groups; 6 PGY1, and 6 PGY2. Qualitative analysis yielded 3 themes: patient connection, insight, and clinical impact; clinical skill development; and structural barriers to the practice of social medicine. Conclusions HTH offers a model for teaching co-production through social and narrative medicine consultation in complex clinical care, while fostering meaning in work. Integration throughout training may further enhance impact.

show abstract

Section: Discussionmentioning

confidence: 99%

Healing Through History: a qualitative evaluation of a social medicine consultation curriculum for internal medicine residents

et al. 2021

View full text Add to dashboard Cite

show abstract

“… 16 In a similar project, medical students who called and interviewed homebound veterans with a goal of alleviating social isolation while improving history-taking skills found it to be a deeply meaningful learning experience. 17 When senior medical students required a comparable experience to replace clinical rotations, educators implemented virtual peer teaching, with senior medical students facilitating online problem-based sessions with other students. 18 …”

Section: Transition To Online Learningmentioning

confidence: 99%

The Role of Technology in Health Professions Education During the COVID-19 Pandemic

et al. 2022

View full text Add to dashboard Cite

The COVID-19 pandemic has sparked radical shifts in the ways that both health care and health professions education are delivered. Before the pandemic, some degree programs were offered fully online or in a hybrid format, but in-person learning was considered essential to the education and training of health professionals. Similarly, even as the use of telehealth was slowly expanding, most health care visits were conducted in-person. The need to maintain a safe physical distance during the pandemic rapidly increased the online provision of health care and health professions education, accelerating technology adoption in both academic and professional health care settings. Many health care professionals, educators, and patients have had to adapt to new communication modalities, often with little or no preparation. Before the pandemic, the need for cost-effective, robust methodologies to enable teaching across distances electronically was recognized. During the pandemic, online learning and simulation became essential and were often the only means available for continuity of education and clinical training. This paper reviews the transition to online health professions education and delivery during the COVID-19 pandemic and provides recommendations for moving forward.

show abstract

Learning to Blur the Edges during COVID‐19: Reconnecting with What Matters Via Narrative Medicine

Cited by 2 publications

References 1 publication

Healing Through History: a qualitative evaluation of a social medicine consultation curriculum for internal medicine residents

Healing Through History: a qualitative evaluation of a social medicine consultation curriculum for internal medicine residents

The Role of Technology in Health Professions Education During the COVID-19 Pandemic

Contact Info

Product

Resources

About