Branch William T, Frankel Richard
Department of Medicine, Emory University, Atlanta, GA, USA.
Department of Medicine, Indiana University, Indianapolis, IN, Education Institute, Cleveland Clinic, Cleveland, OH, USA.
Patient Educ Couns. 2016 Aug;99(8):1394-9. doi: 10.1016/j.pec.2016.03.018. Epub 2016 Mar 19.
We sought to identify and define "highly humanistic" formation narratives, and understand how these events described, together with a reflective learning process, the professional development of physicians in a longitudinal faculty development program.
Qualitative analysis of twenty highly humanistic appreciative inquiry narratives selected from a total of 124 written by faculty members at the beginning and end of an eighteen month program at eight medical schools. [9,10] We employed the immersion/crystallization method of Borkan [20] to capture the rich meanings and emotional depth of the twenty narratives.
Highly humanistic formation narratives described emotionally charged events in which the faculty writers provided humanistic care that went beyond what they had previously thought themselves capable of; benefited the patient, family or faculty member to a major extent; and reaffirmed or strengthened their professional values. Highly humanistic formation narratives were clustered at the end of our eighteen month curriculum.
Participation in faculty development for humanism may have increased the numbers of highly humanistic events by sensitizing and motivating faculty members to meet their patients' emotional needs.
Our paper describes a process whereby faculty members may achieve growth in their capacities to meet patients' needs.
我们试图识别并定义“高度人文主义”的成长叙事，并了解这些事件与反思性学习过程一起，如何描述了参与长期教师发展项目的医生的职业发展。
对从八所医学院为期18个月项目开始和结束时教员撰写的124篇文章中选出的20篇高度人文主义的肯定性探究叙事进行定性分析。[9,10]我们采用博尔坎[20]的沉浸/结晶法来捕捉这20篇叙事丰富的意义和情感深度。
高度人文主义的成长叙事描述了充满情感的事件，在这些事件中，教员作者提供了超出他们之前认为自己所能做到的人文关怀；在很大程度上使患者、家属或教员本人受益；并重申或强化了他们的职业价值观。高度人文主义的成长叙事集中出现在我们18个月课程的末尾。
参与人文主义教师发展项目可能通过使教员敏感并激励他们满足患者的情感需求，增加了高度人文主义事件的数量。
我们的论文描述了一个教员可以提高满足患者需求能力的过程。
