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Reflective side
This document discusses how literature can help with coping with mental and emotional stresses. It poses questions about how poetry can help with stress, grief, heartbreak, trauma, depression, bipolar disorder, and age-related memory loss. Evidence suggests that reflective writing can help physicians expand their awareness and make sense of experiences. It allows students to express themselves metaphorically. Mindful attention through literature can help exclude thoughts of past problems and future obligations. Listening to and writing about literature can be an outlet, improve understanding of patient pain, and promote physician well-being through emotional equilibrium and self-healing. Humanities-based interventions can improve situational coping and self-awareness.
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Reflective side
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- 4. Stress: In poetry,the word “stress” refers to the emphasis of certain syllables in a poem’s metre. How might the metrical “stresses” of poetry help us to cope with the mental and emotional stresses of modern life?
- 5. Bereavement: Elisabeth Kübler-Rossproposed five stages of grief. How might Shakespeare’s Hamlet and poems by Mir Taqi Mir help us to think differently about the process of grieving?
- 6. Heartbreak: Is heartbreaka medical condition? What can Ghalib’s poetry and Austen’s Sense and Sensibility teach us about suffering and recovering from a broken heart?
- 7. Trauma: PTSD or“shellshock” has long been associated with the traumatic experiences of soldiers in World War 1. Can poems and plays offer us an insight into other sources of trauma, including miscarriage and assault?
- 8. Depression and Bipolar:Which texts have people turned to during periods of depression, and why? What can we learn from literature about the links between bipolar disorder and creativity?
- 9. Ageing and Dementia:Why are sufferers of age-related memory loss often still able to recall the poems they have learned “by heart”?
- 10. Evidence Edmund Pellegrino– expanding physicians’ awareness
- 11. The processof writing - bigger picture, make sense of their experiences
- 12. Noami Goldberg– WILD MIND Students can express in metaphorical and symbolic terms
- 13. Epstein –mindful attention excludes thoughts of past problems & future obligations.
- 14. Listening Outlet torelease helplessness Role perception of physicians
- 15. Transfer effect Transferof skills for patient care Three dimensions
- 16. Point-of-view writing assignments Emotionally closer to patients Improves understanding of the pain
- 17. Physician well being Emotional equilibrium Self healing Reducing isolation
- 18. Balance Jack Coulehan– emotional steadiness and emotional tenderness
- 19. Humanities-based interventions Downie- transferable skills: humanistic perspective, situational coping with self-awareness
- 20. References Shapiro, J.,Kasman, D., & Shafer, A. (2006). Words and wards: a model of reflective writing and its uses in medical education. Journal of Medical Humanities, 27(4), 231-244. J. L. Coulehan, and P. C. Williams, “Vanquishing Virtue: The Impact of Medical Education.” Academic Medicine, 76 (2001): 598–605. N. Goldberg, Wild Mind: Living the Writer’s Life (New York: Bantam Books, 1990), 1–42. E. Pellegrino, “To Look Feelingly: The Affinities of Medicine and Literature.” Literature and Medicine, 1(1992): 19– 23. R. Downie, “Medical Humanities: Means, Ends, and Evaluation.” In Medical Humanities, eds. Evans, M and IG Finlay (London: BMJ Books, 2001), 204–222. R. M. Epstein, “Mindful Practice.” Journal of the American Medical Association, 282 (1999): 833–839. R. M. Epstein, “Uninvited Guests in the Doctor-Patient Relationship.” Psychiatry Grand Rounds, University of Washington, Feb 1, 2001.