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"Charon, Rita"

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https://www.readbyqxmd.com/read/26200577/close-reading-and-creative-writing-in-clinical-education-teaching-attention-representation-and-affiliation
#1
Rita Charon, Nellie Hermann, Michael J Devlin
Medical educators increasingly have embraced literary and narrative means of pedagogy, such as the use of learning portfolios, reading works of literature, reflective writing, and creative writing, to teach interpersonal and reflective aspects of medicine. Outcomes studies of such pedagogies support the hypotheses that narrative training can deepen the clinician's attention to a patient and can help to establish the clinician's affiliation with patients, colleagues, teachers, and the self. In this article, the authors propose that creative writing in particular is useful in the making of the physician...
March 2016: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/25272952/-where-does-the-circle-end-representation-as-a-critical-aspect-of-reflection-in-teaching-social-and-behavioral-sciences-in-medicine
#2
Michael J Devlin, Boyd F Richards, Hetty Cunningham, Urmi Desai, Owen Lewis, Andrew Mutnick, Mary Anne J Nidiry, Prantik Saha, Rita Charon
OBJECTIVE: This paper describes a reflective learning program within a larger curriculum on behavioral and social science that makes use of close reading, written representation of experience, discussion, and textual response. This response may in turn lead to further reflection, representation, and response in a circular pattern. A unique feature of this program is that it pays attention to the representation itself as the pivotal activity within reflective learning. Using the narrative methods that are the hallmark of this program, faculty writings were analyzed to characterize the essential benefits that derive from these practices...
December 2015: Academic Psychiatry
https://www.readbyqxmd.com/read/24408702/narrative-reciprocity
#3
Rita Charon
No abstract text is available yet for this article.
January 2014: Hastings Center Report
https://www.readbyqxmd.com/read/24368459/a-piece-of-my-mind-five-voices-one-story
#4
Jennifer A Anyaegbunam, Jennifer Sotsky, Christopher Salib, Mark J Kissler, Jocelyn M Jiao, Rita Charon
No abstract text is available yet for this article.
December 25, 2013: JAMA: the Journal of the American Medical Association
https://www.readbyqxmd.com/read/24362390/sounding-narrative-medicine-studying-students-professional-identity-development-at-columbia-university-college-of-physicians-and-surgeons
#5
Eliza Miller, Dorene Balmer, Nellie Hermann, Gillian Graham, Rita Charon
PURPOSE: To learn what medical students derive from training in humanities, social sciences, and the arts in a narrative medicine curriculum and to explore narrative medicine's framework as it relates to students' professional development. METHOD: On completion of required intensive, half-semester narrative medicine seminars in 2010, 130 second-year medical students at Columbia University College of Physicians and Surgeons participated in focus group discussions of their experiences...
February 2014: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/24213219/narrative-medicine-caring-for-the-sick-is-a-work-of-art
#6
Rita Charon
No abstract text is available yet for this article.
December 2013: JAAPA: Official Journal of the American Academy of Physician Assistants
https://www.readbyqxmd.com/read/23795484/literature-and-medicine-preface
#7
Rita Charon
No abstract text is available yet for this article.
2012: Literature and Medicine
https://www.readbyqxmd.com/read/23725717/a-narrative-future-for-health-care
#8
Brian Hurwitz, Rita Charon
No abstract text is available yet for this article.
June 1, 2013: Lancet
https://www.readbyqxmd.com/read/23462070/narrative-medicine-as-a-means-of-training-medical-students-toward-residency-competencies
#9
Shannon L Arntfield, Kristen Slesar, Jennifer Dickson, Rita Charon
OBJECTIVE: This study sought to explore the perceived influence of narrative medicine training on clinical skill development of fourth-year medical students, focusing on competencies mandated by ACGME and the RCPSC in areas of communication, collaboration, and professionalism. METHODS: Using grounded-theory, three methods of data collection were used to query twelve medical students participating in a one-month narrative medicine elective regarding the process of training and the influence on clinical skills...
June 2013: Patient Education and Counseling
https://www.readbyqxmd.com/read/23260758/narrative-medicine-in-the-international-education-of-physicians
#10
EDITORIAL
Rita Charon
No abstract text is available yet for this article.
January 2013: La Presse M├ędicale
https://www.readbyqxmd.com/read/23150957/the-reciprocity-of-recognition-what-medicine-exposes-about-self-and-other
#11
Rita Charon
New England Journal of Medicine, Volume 367, Issue 20, Page 1878-1881, November 2012.
November 15, 2012: New England Journal of Medicine
https://www.readbyqxmd.com/read/22929424/commentary-our-heads-touch-telling-and-listening-to-stories-of-self
#12
Rita Charon
This commentary reflects on the first decade of the Teaching and Learning Moments (TLM) feature of Academic Medicine. The author places the feature within the context of a growing movement within health care to improve reflective practice through the practice of reflective writing and reading. As an example of the opportunity these reflective activities afford, the author depicts a seminar in which students and faculty from four health sciences schools learn together about culture, illness, and health care...
September 2012: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/22428364/narrative-medicine-or-a-sense-of-story
#13
EDITORIAL
Rita Charon, Sayantani DasGupta
No abstract text is available yet for this article.
2011: Literature and Medicine
https://www.readbyqxmd.com/read/22373630/at-the-membranes-of-care-stories-in-narrative-medicine
#14
Rita Charon
Recognizing clinical medicine as a narrative undertaking fortified by learnable skills in understanding stories has helped doctors and teachers to face otherwise vexing problems in medical practice and education in the areas of professionalism, medical interviewing, reflective practice, patient-centered care, and self-awareness. The emerging practices of narrative medicine give clinicians fresh methods with which to make contact with patients and to come to understand their points of view. This essay provides a brief review of narrative theory regarding the structure of stories, suggesting that clinical texts contain and can reveal information in excess of their plots...
March 2012: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/22201631/commentary-a-sense-of-story-or-why-teach-reflective-writing
#15
EDITORIAL
Rita Charon, Nellie Hermann
Reflective writing is being introduced in many medical schools in the United States and abroad for a variety of reasons and with a variety of goals in mind. As Wald and colleagues write, multiple methods, including the rubric introduced in their study, have been proposed for rating or grading this writing to quantify the gains obtained. The authors of this commentary detail the assumptions both about reflection and about writing implied in Wald and colleagues' work. They then describe a reciprocal model of writing as discovery, suggesting that the writing itself is what teaches the skills of reflection...
January 2012: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/21062389/the-marriage-of-evidence-and-narrative-scientific-nurturance-within-clinical-practice
#16
Suzana Alves Silva, Rita Charon, Peter C Wyer
RATIONALE, AIMS AND OBJECTIVES: Published elaborations of evidence-based medicine (EBM) have failed to materially integrate the domains of interpersonal sensibility and relationship with tools intended to facilitate attention to biomedical research and knowledge within clinical practice. Furthermore, the elaboration of EBM skills has been confined to a narrow range of clinical research. As a result, crucial tools required to connect much clinically relevant research and practice remain hidden, and explorations of the deeper challenges faced by practitioners in their struggle to integrate sound science and shared clinical action remain elusive...
August 2011: Journal of Evaluation in Clinical Practice
https://www.readbyqxmd.com/read/20505387/commentary-calculating-the-contributions-of-humanities-to-medical-practice-motives-methods-and-metrics
#17
EDITORIAL
Rita Charon
The inclusion of humanities in medical school curriculum has generated much pedagogic experimentation and assessment. Publications in medical journals in the past decade reflect the experience of teaching humanities in medical schools and the motives for which they are taught. As Ousager and Johannessen demonstrate elsewhere in this issue, short- and medium-range outcomes are available for examination, but the author of this commentary argues that the long view of change in clinical practice will not be available for another decade or more as the undergraduate student slowly becomes a full-fledged clinician...
June 2010: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/19330697/commentary-on-creative-expressive-encounters-in-health-ethics-education-teaching-ethics-as-relational-engagement
#18
COMMENT
Rita Charon
No abstract text is available yet for this article.
April 2009: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/19018904/-a-local-habitation-and-a-name-how-narrative-evidence-based-medicine-transforms-the-translational-research-paradigm
#19
REVIEW
Rishi K Goyal, Rita Charon, Helen-Maria Lekas, Mindy T Fullilove, Michael J Devlin, Louise Falzon, Peter C Wyer
RATIONALE: We propose narrative evidence-based medicine as a necessary elaboration of the NIH translational research roadmap. The roadmap defined two complex obstacles, T1 and T2, to the progress of research from the 'bench' or basic laboratory science to the 'bedside' or clinical application, the traversal of which requires emergence of complex transformative relationships between the parties and stakeholders. It fails to encompass patient interactions, hesitancies and alliances with medical care...
October 2008: Journal of Evaluation in Clinical Practice
https://www.readbyqxmd.com/read/18847073/pediatric-narrative-oncology-interprofessional-training-to-promote-empathy-build-teams-and-prevent-burnout
#20
Stephen A Sands, Patricia Stanley, Rita Charon
The aim of this study was to test the feasibility and effectiveness of providing narrative training to a mixed group of doctors, nurses, social workers, and child life therapists on a pediatric oncology service for the purpose of promoting empathy, building teams, and preventing burnout. All staff members were invited to attend a weekly narrative training seminar for 6 weeks. During these seminars, participants wrote about their attachment to patients, their emotional responses to patients and families, and their attempts to imagine clinical situations from the perspectives of patients and family members; participants then read aloud their narratives to one another during a facilitated discussion...
September 2008: Journal of Supportive Oncology
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