Implementing an interprofessional narrative medicine program in academic clinics: Feasibility and program evaluation.

Deepthiman Gowda,Tayla Curran,Michael Mangold,Apurva Khedagi,Urmi Desai,Faiz Jiwani,Dorene Balmer,Rita Charon

doi:10.1007/s40037-019-0497-2

Deepthiman Gowda, Tayla Curran + Show 6 more

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https://doi.org/10.1007/s40037-019-0497-2

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Abstract

Interprofessional education (IPE) is a critical component of medical education and is affected by the characteristics of the clinical teams in which students and residents train. However, clinical teams are often shaped by professional silos and hierarchies which may hinder interprofessional collaborative practice (IPCP). Narrative medicine, a branch of health humanities that focuses on close reading, reflective writing, and sharing in groups, could be an innovative approach for improving IPE and IPCP. In this report, we describe the structure, feasibility, and a process-oriented program evaluation of a narrative medicine program implemented in interprofessional team meetings in three academic primary care clinics. Program evaluation revealed that a year-long narrative medicine program with modest monthly exposure was feasible in academic clinical settings. Staff members expressed engagement and acceptability as well as support for ongoing implementation. Program success required administrative buy-in and sustainability may require staff training in narrative medicine.Electronic supplementary materialThe online version of this article (10.1007/s40037-019-0497-2) contains supplementary material, which is available to authorized users.

Highlights

Electronic supplementary material The online version of this article contains supplementary material, which is available to authorized users.Interprofessional education (IPE) is a critical component of medical education that prepares trainees to work effectively in healthcare teams
Clinical teams might not demonstrate successful interprofessional collaborative practice (IPCP) by virtue of not employing the habits of communication and teamwork that are taught to trainees [2]
They shared their ideas of the likely time and place of the scene. They talked about the tension or balance between work and rest, community and self, men and women. They discussed the idea of teamwork and how the painting related to their own work in the clinic

Summary

Introduction

Academic primary care clinics are sites where robust interprofessional coordination is needed to deliver high quality care; they are settings where much fundamental medical student and resident education takes place [1]. Clinical teams might not demonstrate successful interprofessional collaborative practice (IPCP) by virtue of not employing the habits of communication and teamwork that are taught to trainees [2]. These conditions are partly due to social and cultural divisions between professions that hinder IPCP and the potentially harmful hierarchies of power that compound these divisions [3,4,5]. The resultant lack of formative interprofessional modelling for interprofessional students and residents has resulted in calls to enhance teamwork training in workplace settings [2, 6]

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