‘Things we are expected to just do and deal with’: Using the medical humanities to encourage reflection on vulnerability and nurture clinical skills, collegiality, compassion, and self-care

Abstract The Vulnerability in Medicine (ViM) program was developed to provide protected time and psychologically safe spaces for third-year medical students to consider challenges in the doctor-patient relationship and the clinical workplace. A suite of discussion-prompts presented in a small-group...
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Gespeichert in:

Autor*in:	Kelly, Michaela [verfasserIn] Lynch, Johanna Mainstone, Penny Green, Alison Sturman, Nancy

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2022

Schlagwörter:	Reflective practice Creative enquiry Doctor-patient relationship Medical student and doctor’s health

Anmerkung:	© The Author(s) 2022

Übergeordnetes Werk:	Enthalten in: Perspectives on medical education - Houten : Bohn Stafleu van Loghum, 2012, 11(2022), 5 vom: 12. Aug., Seite 300-304
Übergeordnetes Werk:	volume:11 ; year:2022 ; number:5 ; day:12 ; month:08 ; pages:300-304

Links:	Volltext

DOI / URN:	10.1007/s40037-022-00724-w

Katalog-ID:	SPR051075679

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allfields	10.1007/s40037-022-00724-w doi (DE-627)SPR051075679 (SPR)s40037-022-00724-w-e DE-627 ger DE-627 rakwb eng Kelly, Michaela verfasserin (orcid)0000-0002-4968-1797 aut ‘Things we are expected to just do and deal with’: Using the medical humanities to encourage reflection on vulnerability and nurture clinical skills, collegiality, compassion, and self-care 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2022 Abstract The Vulnerability in Medicine (ViM) program was developed to provide protected time and psychologically safe spaces for third-year medical students to consider challenges in the doctor-patient relationship and the clinical workplace. A suite of discussion-prompts presented in a small-group learning environment provides a springboard for students to reflect on their development as clinicians, understand the personhood of their patients, explore the therapeutic relationship, and consider emotional responses and personal, cultural, and social assumptions that impact on care. The program supports students to recognise vulnerability in themselves, the patient, their tutors, and the wider clinical team, as they face the challenge of aligning the clinician they want to become with ideals of professionalism and the imperfect clinical workplace. This 6‑week program focuses on the vulnerability of patients, students, and doctors in a weekly tutorial interposed with clinical placements primarily in geriatric, rehabilitation, or palliative medicine. The tutorials draw from the medical humanities and use experiential, reflective, and narrative learning techniques. They are facilitated by generalist clinicians who model their own vulnerability, humanity, and reflective practice by sharing tutorial tasks equally with students. Students report feeling supported, and appreciate the opportunity to discuss ethical, psychosocial, and emotional aspects of medicine whilst reflecting on what medical practice means to them. Tutors experience a deeper appreciation of student journeys and their own vocations as clinicians and teachers. The sharing of vulnerability exposes the humanity of patients, students, and clinicians, and sustains our whole-person approach to the care of patients, students, and ourselves. Reflective practice (dpeaa)DE-He213 Creative enquiry (dpeaa)DE-He213 Doctor-patient relationship (dpeaa)DE-He213 Medical student and doctor’s health (dpeaa)DE-He213 Lynch, Johanna (orcid)0000-0002-8928-3670 aut Mainstone, Penny aut Green, Alison (orcid)0000-0002-8588-4049 aut Sturman, Nancy (orcid)0000-0002-7124-5553 aut Enthalten in Perspectives on medical education Houten : Bohn Stafleu van Loghum, 2012 11(2022), 5 vom: 12. Aug., Seite 300-304 (DE-627)719410169 (DE-600)2670231-9 2212-277X nnns volume:11 year:2022 number:5 day:12 month:08 pages:300-304 https://dx.doi.org/10.1007/s40037-022-00724-w kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 11 2022 5 12 08 300-304
spelling	10.1007/s40037-022-00724-w doi (DE-627)SPR051075679 (SPR)s40037-022-00724-w-e DE-627 ger DE-627 rakwb eng Kelly, Michaela verfasserin (orcid)0000-0002-4968-1797 aut ‘Things we are expected to just do and deal with’: Using the medical humanities to encourage reflection on vulnerability and nurture clinical skills, collegiality, compassion, and self-care 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2022 Abstract The Vulnerability in Medicine (ViM) program was developed to provide protected time and psychologically safe spaces for third-year medical students to consider challenges in the doctor-patient relationship and the clinical workplace. A suite of discussion-prompts presented in a small-group learning environment provides a springboard for students to reflect on their development as clinicians, understand the personhood of their patients, explore the therapeutic relationship, and consider emotional responses and personal, cultural, and social assumptions that impact on care. The program supports students to recognise vulnerability in themselves, the patient, their tutors, and the wider clinical team, as they face the challenge of aligning the clinician they want to become with ideals of professionalism and the imperfect clinical workplace. This 6‑week program focuses on the vulnerability of patients, students, and doctors in a weekly tutorial interposed with clinical placements primarily in geriatric, rehabilitation, or palliative medicine. The tutorials draw from the medical humanities and use experiential, reflective, and narrative learning techniques. They are facilitated by generalist clinicians who model their own vulnerability, humanity, and reflective practice by sharing tutorial tasks equally with students. Students report feeling supported, and appreciate the opportunity to discuss ethical, psychosocial, and emotional aspects of medicine whilst reflecting on what medical practice means to them. Tutors experience a deeper appreciation of student journeys and their own vocations as clinicians and teachers. The sharing of vulnerability exposes the humanity of patients, students, and clinicians, and sustains our whole-person approach to the care of patients, students, and ourselves. Reflective practice (dpeaa)DE-He213 Creative enquiry (dpeaa)DE-He213 Doctor-patient relationship (dpeaa)DE-He213 Medical student and doctor’s health (dpeaa)DE-He213 Lynch, Johanna (orcid)0000-0002-8928-3670 aut Mainstone, Penny aut Green, Alison (orcid)0000-0002-8588-4049 aut Sturman, Nancy (orcid)0000-0002-7124-5553 aut Enthalten in Perspectives on medical education Houten : Bohn Stafleu van Loghum, 2012 11(2022), 5 vom: 12. Aug., Seite 300-304 (DE-627)719410169 (DE-600)2670231-9 2212-277X nnns volume:11 year:2022 number:5 day:12 month:08 pages:300-304 https://dx.doi.org/10.1007/s40037-022-00724-w kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 11 2022 5 12 08 300-304
allfields_unstemmed	10.1007/s40037-022-00724-w doi (DE-627)SPR051075679 (SPR)s40037-022-00724-w-e DE-627 ger DE-627 rakwb eng Kelly, Michaela verfasserin (orcid)0000-0002-4968-1797 aut ‘Things we are expected to just do and deal with’: Using the medical humanities to encourage reflection on vulnerability and nurture clinical skills, collegiality, compassion, and self-care 2022 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier © The Author(s) 2022 Abstract The Vulnerability in Medicine (ViM) program was developed to provide protected time and psychologically safe spaces for third-year medical students to consider challenges in the doctor-patient relationship and the clinical workplace. A suite of discussion-prompts presented in a small-group learning environment provides a springboard for students to reflect on their development as clinicians, understand the personhood of their patients, explore the therapeutic relationship, and consider emotional responses and personal, cultural, and social assumptions that impact on care. The program supports students to recognise vulnerability in themselves, the patient, their tutors, and the wider clinical team, as they face the challenge of aligning the clinician they want to become with ideals of professionalism and the imperfect clinical workplace. This 6‑week program focuses on the vulnerability of patients, students, and doctors in a weekly tutorial interposed with clinical placements primarily in geriatric, rehabilitation, or palliative medicine. The tutorials draw from the medical humanities and use experiential, reflective, and narrative learning techniques. They are facilitated by generalist clinicians who model their own vulnerability, humanity, and reflective practice by sharing tutorial tasks equally with students. Students report feeling supported, and appreciate the opportunity to discuss ethical, psychosocial, and emotional aspects of medicine whilst reflecting on what medical practice means to them. Tutors experience a deeper appreciation of student journeys and their own vocations as clinicians and teachers. The sharing of vulnerability exposes the humanity of patients, students, and clinicians, and sustains our whole-person approach to the care of patients, students, and ourselves. Reflective practice (dpeaa)DE-He213 Creative enquiry (dpeaa)DE-He213 Doctor-patient relationship (dpeaa)DE-He213 Medical student and doctor’s health (dpeaa)DE-He213 Lynch, Johanna (orcid)0000-0002-8928-3670 aut Mainstone, Penny aut Green, Alison (orcid)0000-0002-8588-4049 aut Sturman, Nancy (orcid)0000-0002-7124-5553 aut Enthalten in Perspectives on medical education Houten : Bohn Stafleu van Loghum, 2012 11(2022), 5 vom: 12. Aug., Seite 300-304 (DE-627)719410169 (DE-600)2670231-9 2212-277X nnns volume:11 year:2022 number:5 day:12 month:08 pages:300-304 https://dx.doi.org/10.1007/s40037-022-00724-w kostenfrei Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2005 GBV_ILN_2009 GBV_ILN_2014 GBV_ILN_2055 GBV_ILN_2111 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 11 2022 5 12 08 300-304
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author	Kelly, Michaela
spellingShingle	Kelly, Michaela misc Reflective practice misc Creative enquiry misc Doctor-patient relationship misc Medical student and doctor’s health ‘Things we are expected to just do and deal with’: Using the medical humanities to encourage reflection on vulnerability and nurture clinical skills, collegiality, compassion, and self-care
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title	‘Things we are expected to just do and deal with’: Using the medical humanities to encourage reflection on vulnerability and nurture clinical skills, collegiality, compassion, and self-care
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title_sort	‘things we are expected to just do and deal with’: using the medical humanities to encourage reflection on vulnerability and nurture clinical skills, collegiality, compassion, and self-care
title_auth	‘Things we are expected to just do and deal with’: Using the medical humanities to encourage reflection on vulnerability and nurture clinical skills, collegiality, compassion, and self-care
abstract	Abstract The Vulnerability in Medicine (ViM) program was developed to provide protected time and psychologically safe spaces for third-year medical students to consider challenges in the doctor-patient relationship and the clinical workplace. A suite of discussion-prompts presented in a small-group learning environment provides a springboard for students to reflect on their development as clinicians, understand the personhood of their patients, explore the therapeutic relationship, and consider emotional responses and personal, cultural, and social assumptions that impact on care. The program supports students to recognise vulnerability in themselves, the patient, their tutors, and the wider clinical team, as they face the challenge of aligning the clinician they want to become with ideals of professionalism and the imperfect clinical workplace. This 6‑week program focuses on the vulnerability of patients, students, and doctors in a weekly tutorial interposed with clinical placements primarily in geriatric, rehabilitation, or palliative medicine. The tutorials draw from the medical humanities and use experiential, reflective, and narrative learning techniques. They are facilitated by generalist clinicians who model their own vulnerability, humanity, and reflective practice by sharing tutorial tasks equally with students. Students report feeling supported, and appreciate the opportunity to discuss ethical, psychosocial, and emotional aspects of medicine whilst reflecting on what medical practice means to them. Tutors experience a deeper appreciation of student journeys and their own vocations as clinicians and teachers. The sharing of vulnerability exposes the humanity of patients, students, and clinicians, and sustains our whole-person approach to the care of patients, students, and ourselves. © The Author(s) 2022
abstractGer	Abstract The Vulnerability in Medicine (ViM) program was developed to provide protected time and psychologically safe spaces for third-year medical students to consider challenges in the doctor-patient relationship and the clinical workplace. A suite of discussion-prompts presented in a small-group learning environment provides a springboard for students to reflect on their development as clinicians, understand the personhood of their patients, explore the therapeutic relationship, and consider emotional responses and personal, cultural, and social assumptions that impact on care. The program supports students to recognise vulnerability in themselves, the patient, their tutors, and the wider clinical team, as they face the challenge of aligning the clinician they want to become with ideals of professionalism and the imperfect clinical workplace. This 6‑week program focuses on the vulnerability of patients, students, and doctors in a weekly tutorial interposed with clinical placements primarily in geriatric, rehabilitation, or palliative medicine. The tutorials draw from the medical humanities and use experiential, reflective, and narrative learning techniques. They are facilitated by generalist clinicians who model their own vulnerability, humanity, and reflective practice by sharing tutorial tasks equally with students. Students report feeling supported, and appreciate the opportunity to discuss ethical, psychosocial, and emotional aspects of medicine whilst reflecting on what medical practice means to them. Tutors experience a deeper appreciation of student journeys and their own vocations as clinicians and teachers. The sharing of vulnerability exposes the humanity of patients, students, and clinicians, and sustains our whole-person approach to the care of patients, students, and ourselves. © The Author(s) 2022
abstract_unstemmed	Abstract The Vulnerability in Medicine (ViM) program was developed to provide protected time and psychologically safe spaces for third-year medical students to consider challenges in the doctor-patient relationship and the clinical workplace. A suite of discussion-prompts presented in a small-group learning environment provides a springboard for students to reflect on their development as clinicians, understand the personhood of their patients, explore the therapeutic relationship, and consider emotional responses and personal, cultural, and social assumptions that impact on care. The program supports students to recognise vulnerability in themselves, the patient, their tutors, and the wider clinical team, as they face the challenge of aligning the clinician they want to become with ideals of professionalism and the imperfect clinical workplace. This 6‑week program focuses on the vulnerability of patients, students, and doctors in a weekly tutorial interposed with clinical placements primarily in geriatric, rehabilitation, or palliative medicine. The tutorials draw from the medical humanities and use experiential, reflective, and narrative learning techniques. They are facilitated by generalist clinicians who model their own vulnerability, humanity, and reflective practice by sharing tutorial tasks equally with students. Students report feeling supported, and appreciate the opportunity to discuss ethical, psychosocial, and emotional aspects of medicine whilst reflecting on what medical practice means to them. Tutors experience a deeper appreciation of student journeys and their own vocations as clinicians and teachers. The sharing of vulnerability exposes the humanity of patients, students, and clinicians, and sustains our whole-person approach to the care of patients, students, and ourselves. © The Author(s) 2022
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title_short	‘Things we are expected to just do and deal with’: Using the medical humanities to encourage reflection on vulnerability and nurture clinical skills, collegiality, compassion, and self-care
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‘Things we are expected to just do and deal with’: Using the medical humanities to encourage reflection on vulnerability and nurture clinical skills, collegiality, compassion, and self-care

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