Storytelling as Survival - PCQN · Storytelling as Survival: How reflection helps us care for...
Transcript of Storytelling as Survival - PCQN · Storytelling as Survival: How reflection helps us care for...
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Storytelling as Survival Integrating Narrative Medicine
with Palliative Care
Clint Morehead, MD
Hospice and Palliative Medicine Scripps Memorial Hospital Encinitas
Medical Director
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Objectives
1
2
Recognize that palliative care and
narrative medicine are synergistic.
Understand that the synergy of narrative
medicine and palliative care is a powerful
educational tool.
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Personal Journey Roadmap
What makes the ideal human doctor? Getting to know doctor-writers
a personal attempt at self-reflection
What is narrative medicine? and how does it synergizes with palliative care?
Storytelling as Survival: How reflection helps us care for ourselves, our patients, and our discipline.
Capitalizing on the synergy between narrative medicine and palliative care to produce great doctors.
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Provider
A Model for Self-Reflection
Doctor
Reflection enables discourse among:
Patient The World
Illness narrative
Reflection
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Doctors would prove cleverest if,
beginning in childhood, in addition to
learning the art, they should be familiar
with very many and very bad bodies and
should themselves suffer all diseases and
not be quite healthy by nature. (408d-e)
Plato. The Republic of Plato. Trans. Allan Bloom. New York: Basic Books, 1991. Print.
Brill, Sara A. “Medical Moderation in Plato's Symposiums.” Studies in the History of Ethics: a peer-reviewed electronic journal and research portal (2006): n. pag. Web. 14 April 2012.
The Ideal Human Doctor
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The Doctor-Writers
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Self-Reflection
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Narrative Medicine
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30% 1994
of U.S. medical schools taught literature as part of its curriculum.
74% of U.S. medical schools taught literature, 39% required it.
1998
patient-centered care movement
Charon, Rita. Literature and Medicine: Origins and Destinies. Academic Medicine. 2000; 75, 23–27.
Genesis
1970s Literature included in med school curricula.
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Narrative Medicine is established by Dr. Rita Charon.
2001
↳ a medical educational tool informed by reading,
writing, telling, and receiving stories
↳ invites one to be moved by the story of illness
↳ promotes a healing relationship with patients,
colleagues, and the self
Charon, Rita. Narrative medicine: Honoring the stories of illness. New York: Oxford University Press, 2006.
Stanley, P. & Hurst, M. Narrative Palliative Care. Journal of Social Work in End-of-Life & Palliative Care. 2011; 7:39-55.
Narrative Medicine
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Narrative Medicine
Charon, Rita. Narrative Medicine: A Model for Empathy, Reflection, Profession, and Trust. JAMA. 2001; 286:1897-1902.
Rita Charon, MD, PhD
Goal of narrative medicine:
narrative competence
• empathy
• reflection
• professionalism
• trustworthiness
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Narrative Medicine
Charon, Rita. Narrative Medicine: A Model for Empathy, Reflection, Profession, and Trust. JAMA. 2001; 286:1897-1902.
Rita Charon, MD, PhD
Aims to cultivate and nurture
empathy among medical
practitioners through:
1. Close reading of literature
2. Reflective writing
3. Seminars and reading groups
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Members of a narrative oncology group at one of its bimonthly meetings in NYC.
Narrative Medicine
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Narrative Medicine
Possible benefits of narrative medicine...
• Helps patients construct meaning from illness
• Encourages empathy and establishes a
therapeutic relationship based on trust
• Enhances care
• Helps set a patient-centered agenda
• Is intrinsically therapeutic or palliative
Greebhalgh, T. & Hurwitz, B. Narrative based medicine: Why study narrative? British Medical Journal. 1999; 318: 48-50.
1999
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Storytelling as Survival
Or, how narrative medicine is
“intrinsically therapeutic
or palliative”
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Provider
Patient The World
Illness narrative
Reflection
Self-Reflection Model
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Provider ↔ Self
Pennebaker, James. Telling Stories: The Health Benefits of Narrative. Literature and Medicine. 2000; 19: 3-18.
Self-care and Reflective Practices
Psychological study of college students:
200 students reflected on Persian Gulf War
2.5 years later
76 were questioned about the war
Those who had talked about it the most
remembered the details the least.
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Provider ↔ Self
Self-care and Reflective Practices
Writing about traumatic experiences...
Esterling, B., et al. Emotional Disclosure through Writing or Speaking Modulates Latent Epstein-Barr Virus Reactivation. Journal of Consulting and Clinical Psychology. 1994; 62,
130-40.
Greenberg, M., Stone, A., Wortman C. Emotional Expression and Physical Health: Revising Traumatic Memories or Fostering Self-Regulation? Journal of Personality and Social
Psychology. 1996; 588-602.
Pennebaker, J., et al. Disclosure of Traumas and Immune Function: Health Implications for Psychotherapy. Journal of Consulting and Clinical Psychology. 1988; 56: 239-45.
• Boosts immunity to EBV and hep B vaccine
• Increases FEV1 in asthmatics
• ↓ depression in students studying for GRE
• Decreased severity in rheumatoid arthritis
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Provider ↔ Self
Self-care and Reflective Practices
Can this be extrapolated to medical providers?
Alcauskas, Megan and Rita Charon. Right Brain: Reading, writing, and reflecting. Neurology. 2008; 70, 891-894.
• Unrecognized attitudes and
feelings ... can be dealt with
rather than left to linger.
• Little research available,
mostly from narrative courses
Enhanced self-awareness
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Provider ↔ Self
Self-care and Reflective Practices
Three dimensions of burnout:
1. Emotional exhaustion
2. Depersonalization and cynicism
3. Feelings of inefficacy
Thomas, Niku K. Resident burnout. JAMA. 2004; 292: 2880-2889.
Maslach C, Jackson SE, Leiter MP. Maslach Burnout Inventory: third edition. In: Zalaquett CP, Wood RJ, eds. Evaluating Stress: A Book of Resources. Lanham,
Md: Rowman & Littlefield Publishers Inc; 1997: 191-218.
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• Even though doctors enter medicine to “save”
lives, they often are the “final guardians of life.”
• The medial system can be dehumanizing.
• Narrative helps us attend to humanness ...
Stanley, P. & Hurst, M. Narrative Palliative Care. Journal of Social Work in End-of-Life & Palliative Care. 2011; 7:39-55.
Provider ↔ Self
Self-care and Reflective Practices
Formalized self-reflection
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Provider ↔ Self
Self-care and Reflective Practices
In Palliative Care, we might be doing something right.
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Patient
Provider
The World
Illness narrative
Reflection
Patient ↔ Self
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Patient ↔ Self
I knew that if I was to survive
in this life, it would only be
through the help of poetry.
— Gregory Orr, Poetry as Survival
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Patient ↔ Self
The Illness Narrative:
We make meaning by telling stories, by narrating life.
Stanley, P. & Hurst, M. Narrative Palliative Care: A Method for Building Empathy. Journal of Social Work in End-of-Life & Palliative Care. 2011; 7:39-55.
— Stanley and Hurst
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Patient ↔ Self
What can we do, as providers?
• listening to their stories
• enabling them to engage
in reflective practice
• providing resources
Enable patient self-care by:
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The World
The World
Provider
Patient
Illness narrative
Reflection
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The World
I have time to know and enjoy my patients, and I
very often take a portable tape-recorder round
with me ... and it is very revealing, both for
them, and about myself too when I play it back.
– Dame Cicely Saunders, 1979
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The World
• Raise social awareness
• Enhance communication
• Influence healthcare policy
• Propel research
To touch the masses...
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The World
Research Methods
Bingley, AF. & Thomas, C. Developing narrative research in supportive and palliative
care: the focus on illness narratives. Palliative Medicine. 2008; 22: 653-658.
1. Qualitative analysis (applied to narratives)
2. Narrative analysis
↳ similar to literary analysis
↳
↳ often categorizes data into patterns (i.e. grounded theory)
↳ goal = to generate stories
to capture and explore
meanings within individual
stories
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A Model for
Medical Education
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Provider
Patient The World
Illness narrative
Reflection
Learner
Self-Reflection Model
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Patient & Family Care
Medical Knowledge
Practice-Based Learning
and Improvement
Interpersonal and
Communications Skills
Professionalism
Systems-Based Practice
Palliative Medicine Core Competencies
ACGME2 EPA3s for General Internal Medicine
LCME1 Educational Objectives
Manage transitions of care
Lead interprofessional care teams
Lead family meetings
Assure patient safety
Provide patient advocacy
Behave professionally
Improve quality of personal and
system level care
Professional attitudes,
behaviors, identity
Communication skills
Medical ethics and human
values, as related to patients’
families and others involved in
patient care
Interdisciplinary and
interprofessional learning
Palliative Care Domains in Medical Education
Provider ↔ Learner
1 Liaison Committee on Medical Education
2 Accreditation Council for Graduate Medical Education
3 Entrustable Professional Activities, part of the ACGME’s Milestone Project
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Provider ↔ Learner
• $1.5 million iCOPE grant
from NIH to implement an
interdisciplinary oncology
palliative care program
• Among the first required
medical student palliative
care rotations in the U.S.
In Louisville...
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Provider ↔ Learner Potential research questions:
1. Does reflective writing improve provider
self-care and/or patient outcomes?
2. What is a feasible model for
incorporating narrative medicine into
residency programs?
3. Can a formalized palliative medicine
rotation improve mastery of the LCME
and ACGME competencies for
professionalism, communication, etc?
4. How do you measure the mastery of
these skills?
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Provider
Patient The World
Illness narrative
Reflection
Learner
Self-Reflection Model
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