Empathic Communications and Narrative Competence in Contemporary Medical Education

Autori

  • Lindsay Holmgren

DOI:

https://doi.org/10.13130/2037-2426/7662

Parole chiave:

Postclassical narratology, narrative competence, narrative empathy, medical humanities, professional identity

Abstract

Lindsay Holmgren’s “Empathic Communications and Narrative Competence in Contemporary Medical Education” reviews the teaching of narrative competency in medical education, arguing that these practices must engage postclassical approaches to narrative studies while attending to the concept of empathy as it is deployed in various disciplines, including narratology, cognitive science, and psychology. With an emphasis on the formation of professional identity in medical practice, Holmgren explores the relationship between professional identity in a multi-ethnic, gender-neutral, demographically and culturally diverse medical education context, and the complex arena of narrative empathy. Hinging her argument on the reciprocal nature of identity that emerges at the intersections of various versions of the self and others, Holmgren’s article aligns the empathy developed by reading fiction with that which develops in the clinical encounter. Finally, the article understands these various, evolving subject positions rhetorically, arguing that the comportments of medical educators in the humanities should be such that their students will want to emulate them.

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Pubblicato

29-12-2016

Come citare

Holmgren, L. (2016). Empathic Communications and Narrative Competence in Contemporary Medical Education. ENTHYMEMA, (16), 90–104. https://doi.org/10.13130/2037-2426/7662

Fascicolo

Sezione

Narrative and Medicine
Ricevuto 2016-10-10
Accettato 2016-12-22
Pubblicato 2016-12-29