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40
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Text
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URL Address
<a href="http://doi.org/10.1111/j.1365-2929.2005.02270.x" target="_blank" rel="noreferrer noopener">http://doi.org/10.1111/j.1365-2929.2005.02270.x</a>
Pages
1056–1065
Issue
10
Volume
39
Dublin Core
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Title
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The limits of narrative: medical student resistance to confronting inequality and oppression in literature and beyond.
Publisher
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Medical education
Date
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2005
2005-10
Subject
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Sexism; Students; Empathy; Human; Student Attitudes; Exploratory Research; Racism; Cultural Values; Medical – Psychosocial Factors; Teaching Methods – Evaluation; Social Values – Education
Creator
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Wear D; Aultman JM
Description
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INTRODUCTION: Upon designing and implementing a literature course on family values for Year 4 medical students, we found that while the supposed benefits of literary inquiry were to lead students to a deeper understanding of difficult issues such as illness and violence in the family, many of our students were unable to engage critically with the course material. This, we believe, was a result of their resistance to confronting issues such as inequality and oppression. This paper is an attempt to theorise student resistance to difficult, unruly subjects they encounter in a literature class, particularly those surrounding race, gender, social class and sexual identity. METHODS: We modify some of the expansive claims made by narrative medicine and put forth a new pedagogical and curricular approach to the uses of literature in medical education. RESULTS: We found that many students resisted course material and corresponding discussions, especially those related to sexual identity and non-traditional family values, male-female relationships and white racism. DISCUSSION: To reduce student resistance, we pose a more critical approach to narrative inquiry in medical settings that may deepen students' willingness to imagine what it is like to be someone who is suffering, and to work against oppressive social structures that sustain such suffering. Thus, we recommend moving narrative inquiry beyond a focus on the self and the patient in that individualised, circumscribed relationship and into a collective process involving the social, political, cultural and economic conditions that affect health and well-being.
Identifier
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<a href="http://doi.org/10.1111/j.1365-2929.2005.02270.x" target="_blank" rel="noreferrer noopener">10.1111/j.1365-2929.2005.02270.x</a>
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2005
Aultman JM
College of Graduate Studies
Cultural Values
Department of Family & Community Medicine
Empathy
Exploratory Research
Human
Medical – Psychosocial Factors
Medical education
NEOMED College of Graduate Studies
NEOMED College of Medicine
RACISM
Sexism
Social Values – Education
Student Attitudes
Students
Teaching Methods – Evaluation
Wear D