Teaching empathy through poetry: a clinically based model

Muszkat, Mordechai; Yehuda, Arie Ben; Moses, Scott A.; Naparstek, Yaakov

doi:10.1111/j.1365-2923.2010.03673.x

Cited by 36 publications

(35 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…COPE includes five bi-weekly meetings and was conducted according to the methodology described in our preliminary report [10], with modifications that included extending meeting length from 1 hour to 1.5 hours.…”

Section: Methodsmentioning

confidence: 99%

The effect of medical students’ gender, ethnicity and attitude towards poetry-reading on the evaluation of a required, clinically-integrated poetry- based educational intervention

et al. 2014

Self Cite

View full text Add to dashboard Cite

BackgroundArt -based interventions are widely used in medical education. However, data on the potential effects of art-based interventions on medical students have been limited to small qualitative studies on students’ evaluation of elective programs, and thus their findings may be difficult to generalize. The goal of this study is to examine, in an unselected students’ population, the effect of students’ gender, ethnicity and attitude towards poetry on their evaluation of a clinically-integrated poetry-based educational intervention.MethodsA required Clinically- Oriented Poetry-reading Experience (COPE) is integrated into the 4th year internal medicine clerkship. We constructed a questionnaire regarding the program’s effects on students. Students completed the questionnaire at the end of the clerkship. We performed a Confirmatory Factor Analysis, and examined the relationship between students’ evaluation of the program and students’ ethnicity, gender, attitude towards poetry-reading, and the timing of the program (early/late) during the fourth year.Results144 students participated in the program, of which 112 completed the questionnaires. We identified two effect factors: “student-patient” and “self and colleagues”. The average score for “student-patient” factor was significantly higher as compared to the “self and colleagues” factor.Evaluation the “student- patient” effect factor was higher among Arab and Druze as compared to Jewish students. Students’ attitude towards poetry-reading did not correlate with the “student-patient” effect, but correlated with the “self and colleagues” effect. The evaluation of the “self and colleagues” effect was higher among students who participated in the program during their second as compared with the first clerkship. Students’ gender was not associated with any of the effects identified. Students favored obligatory participation in COPE as compared with elective course format.ConclusionsAccording to students’ evaluation, a format of integrated, obligatory poetry-based intervention may be suitable for enhancing “student-patient” aims in heterogeneous student populations. The higher evaluation of the “patient-student” effect among Arab and Druze as compared to Jewish students may be related to cultural differences in the perception of this component of medical professionalism. Further research can provide insight into the effect of cultural and ethnic differences on actual empathy of medical students in patient encounters.

show abstract

Section: Methodsmentioning

confidence: 99%

The effect of medical students’ gender, ethnicity and attitude towards poetry-reading on the evaluation of a required, clinically-integrated poetry- based educational intervention

et al. 2014

Self Cite

View full text Add to dashboard Cite

show abstract

“…Fictional narrative for physicians, nurses and undergraduate medical students is suggested whether as writing practice (Baruch, 2013;Kerr, 2010), or as reading and reflection on literary works (Alcauskas and Charon, 2008;Calman, 1997;Evans, 2008;Hunter et al, 1995;Lippell, 2002;Muszkat et al, 2010;Oyebode, 2010;Skelton et al, 2000aSkelton et al, , 2000b. The patients' imagination in narrative medicine is encouraged just in reading some novels in a bibliotherapy project (Dysart-Gale, 2008).…”

Section: Trans-autobiographical Narrative and Medical Humanitiesmentioning

confidence: 99%

Imagination in narrative medicine

Barbieri

Bennati²,

Capretto

et al. 2016

J Child Health Care

View full text Add to dashboard Cite

This article presents a qualitative study realized in the Children's University Hospital of Parma, Italy, aimed at observing the effects of the fictional narrative in the emotions of the young patients. The results showed that, especially by means of projection, identification and symbolization, the imagination helps the children to elaborate in a positive way the bad emotions elicited by the experience of the disease and of the stay in hospital. Furthermore, the study was useful to the healthcare professionals in order to understand the emotive, cognitive and relational needs of the patients. We suggest the introduction of creative expression in the narrative medicine in addition to the autobiographical accounts, the questionnaires and the interviews in some particular care contexts.

show abstract

“…Witnessing the outpouring of empathetic statements from students is similar to the effects poetry has had on student expressions of empathy in other reports. 24,28,31 Revealing the issues associated with older adult hospitalized care through poetry promotes a generous amount of student comments and discussion. For example, a student who gave permission to display her poem on advanced directives conveys a patient's loss of control and the confusion the patient feels about the cares being done and contrary to his or her wishes (Figure).…”

Section: Poetry Writing Activitymentioning

confidence: 99%

“…Empathy and caring are traits that may be taught with empathy practice pedagogies 10 and reinforced with such activities as poetry writing. [24][25][26][27][28][29][30][31] We identified empathy and caring among nursing students in our graduate nursing program with poetry writing and sharing. Faculty might underestimate these important attributes in students if we do not include creative approaches such as poetry writing in the curriculum.…”

Section: Implications For Nursing Educationmentioning

confidence: 99%

“…[24][25][26][27][28] Poetry has also been used to develop empathy among medical students. [29][30][31] Poetry reading and writing has been used in teaching Critical Social Theory 32 and writing Haiku poetry as a strategy for teaching aesthetic knowing. 33 Poetry can be used as a means to articulate the perceptive experience of nurses and explore knowledge gained to give it new meaning.…”

mentioning

confidence: 99%

See 1 more Smart Citation