DasGupta Sayantani
Columbia University, Division of General Pediatrics, 622 W 168th St, VC 402, New York, NY 10032, USA.
Pediatrics. 2007 Jun;119(6):e1384-91. doi: 10.1542/peds.2006-2619.
In answer to an increasingly impersonal medical environment, educators in the medical humanities frequently turn to narrative studies to teach students for an emotionally fulfilling and interpersonally related professional practice. However, to elicit, to interpret, and to integrate patient stories into their work effectively, physicians must be in a state of awareness and attention, attuned to their emotional and intellectual reactions. The experiences of children and their families, in the form of pediatric illness narratives, hold unique insights for physicians in how to engage in an ethical, empathetic, and self-reflective practice. In particular, these narratives demonstrate the importance not only of story but also of stillness or silence to the practice of medicine. The voices of patients and their families hold both literal and allegorical lessons for physicians in how to move toward a medical practice involving not only diagnosis and treatment but also recognition and healing.
为应对日益缺乏人情味的医疗环境，医学人文学科的教育工作者常常借助叙事研究来教导学生，以实现情感上充实且人际关系良好的专业实践。然而，要有效地引出、解读并将患者故事融入工作中，医生必须处于一种觉察和专注的状态，留意自己的情感和智力反应。儿童及其家庭的经历，以儿科疾病叙事的形式，为医生提供了关于如何进行合乎伦理、富有同理心和自我反思的实践的独特见解。特别是，这些叙事不仅展示了故事的重要性，还体现了寂静或沉默在医疗实践中的重要性。患者及其家庭的声音为医生提供了实实在在的和寓意深刻的经验教训，告诉他们如何迈向一种不仅涉及诊断和治疗，还包括认知和治愈的医疗实践。
