Teaching medical narratives to residents

Introduction

Emotional competencies should be developed in Residency Education. Medical Narrative, linguistic form of expressing suffering is powerful pedagogical tool.

Objective

To teach Medical Narrative to residents. Methods Used: Weekly meetings in University Hospital, Rio de Janeiro, Brazil, February/November 2012. Preceptor/20 residents: discussion of articles; presentation of films, books, songs about experience of illness, selected by preceptor and residents; writing and reading narratives written by residents.

Results obtained

Part of one narrative written by resident “I decided to tell you about a patient I met and one child that made me sure about my choice - T. When I met her, she was four, two years before, diagnosed acute lymphoblastic leukemia. There were many times when I had to withdraw blood sample from T. But, even feeling pain because of the needle, she never moved her arm or writhed on the bed. Tears dripped down her eyes, she just asked me to finish quickly and to blew because the pain eased. And I was impressed how such a small girl could understand the need for that pain I was causing her, without letting that fact negatively impact our relationship. Even hospitalized, sick, receiving strong and debilitating medications, I think she was happy. She used to play with her fellow ward, attended the playroom, painted very colorful designs and always had news to tell me. Even in that limited environment, she lived her life, and made sure to share it with me”.

Conclusion

Medical Narrative is helpful in understanding the patient. Experience of suffering must integrate Residency Education.