Illness Memoirs: Implementing and Expanding Narrative Medicine as Part of the Medical School Education Curriculum

Abstract

The varying difference of definition and value of a body between a physician and patient has been a rising discussion within healthcare. The overarching issue is that physicians have lost their “empathetic” or caring touch as they diagnose, treat, and cure their patients (Rothman, 1991). Having to manage physicians’ schedules, their calendars are filled with back-to-back, and sometimes overscheduling, appointments, for there is pressure from the medical institutions asking the physicians to see more patients. This shortening of time typically results in reduction of time of interaction with patients and not getting to know the patients’ true ailments and illness experiences for improved, effective quality care or cure. However, I hypothesize that with proper education and practice of effective listening, discerning, and developing a proper treatment plan for each experience of an illness, then this disruption between the physician and patient will reduce. My proposed solution is found within the context of narrative medicine: reading illness memoirs.