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"Vannatta, Jerry"
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The Chief Concern of Medicine
Unlike any existing studies of the medical humanities,The Chief Concern of Medicinebrings to the examination of medical practices a thorough---and clearly articulated---exposition of the nature of narrative. The book builds on the work of linguistics, semiotics, narratology, and discourse theory and examines numerous literary works and narrative \"vignettes\" of medical problems, situations, and encounters. Throughout, the book presents usable expositions of the ways storytelling organizes itself to allow physicians and other healthcare workers (and even patients themselves) to be more attentive to and self-conscious about the information---the \"narrative knowledge\"---of the patient's story.
eBook
Helping Medical Students Understand Postpartum Psychosis Through the Prism of \The Yellow Wallpaper\ by Charlotte Perkins Gilman
Objective: We assessed the use of literature to illustrate a postpartum depression lecture. Methods: Medical students and faculty facilitators were surveyed after small group discussions. Results: Students' ratings and comments were positive, and faculty comments were neutral to positive. Conclusion: Students valued this teaching method, while faculty observations reflected challenges of assessing literature's contributions to medical education in improving empathy and treatment outcome.
Journal Article
AFTERWORD
We began this book’s discussion with a philosophical argument that the objects of humanistic understanding obtained through narrative knowledge are real and that this reality is a result of narrative understanding and reflection. This reality is demonstrated in a pragmatic way by attending to the actions that spring from the apprehension of dramatic stories and by the outcomes or consequences resulting from exposure to their literary structure and content. We have demonstrated that the consequences of having studied and reflected on the features of narrative structure, character development and motives, time lines in narrative—in a word, the details and
Book Chapter
INTRODUCTION
For the past decade, we have been teaching a course on literature and medicine. Our purpose has been to make medical students and physicians more cognizant of the role of narrative in medical practice and to help them develop skills that make narrative knowledge a useful and important part of their engagement with patients. To this end, in class and elsewhere (see Vannatta, Schleifer, and Crow 2005, 2010), we have attempted to arrive at—or at least circumscribe—a working definition of knowledge in the “humanistic sciences” in relation to what we are (with others) calling “narrative knowledge.” Such knowledge
Book Chapter