This class puts stories at the heart of medicine and health duke global health institute electricity 2pm


For the next 10 minutes, this future surgeon, Danielle Jameison, recounted a memorable experience from her rotation in the emergency department in which a team of doctors, surgeons, fellows and residents unwittingly cast judgment on a dying patient whom she identified with more than they would ever know. gas x strips directions The room was silent and the audience was rapt, applauding enthusiastically when she finished.

Learning how to craft a story may be an atypical approach to preparing future health practitioners, but for Duke pediatric oncologist Ray Barfield, one of the instructors, storytelling is powerful tool that lies at the heart of medical practice. “Everything else, including all of the drugs and the procedures, is in service to what is disclosed through storytelling, because that is where humans live,” he says. “They don’t live in the world of molecules thrown together.”

Global health student Victoria Hsiung echoes this sentiment: “This course challenges us to think more deeply about the relationship between patients and healthcare providers, which are so complex and can vary greatly between contexts,” she reflects. “It reminded me that in all our rigorous study and planning and fieldwork, we can’t lose touch with the importance of humanity, of the stories that we share with the people we meet, bond with and work with.”

Barfield, a professor of pediatrics and Christian philosophy, co-teaches the course with French, romance studies and global health professor Deborah Jenson and Jeff Polish, founder of The Monti, a live storytelling venue in Durham, North Carolina. z gas cd juarez telefono Romance studies doctoral student Silvia Serrano supports the course as a Bass instructional fellow in digital education.

Not many Duke courses have multiple instructors, but Barfield, Jenson and Polish each play a unique, complementary role. “To understand the deep structures of storytelling, it takes the experience of a seasoned storyteller and the insight of a scholar, and then I show up as the physician who can translate in between the two of them,” Barfield says.

Barfield and Jenson, who co-directs the Health Humanities Lab at Duke’s Franklin Humanities Institute, met at a campus event hosted by the Trent Center for Bioethics, Humanities and the History of Medicine. gas vs diesel cars Discovering a mutual passion for health humanities, they soon began scheming about offering a storytelling course at Duke. electricity symbols ks2 Barfield, who knew Polish from The Monti and a few storytelling projects at Duke, came up with the idea of inviting him to co-teach the course.

Polish was immediately intrigued. 1 electricity unit is equal to how many kwh He’d been running The Monti for eight years and had noticed a recurring two-pronged theme across many of the stories he’d helped develop: many people don’t feel heard by their physicians, and at the same time, physicians often suffer from burnout and sadness because they don’t have time to process their experiences.

The team has woven several elements into the curriculum that resonate particularly well with global health students. “We read health-related texts from and about other cultures that give students insights into the distinct cultural lexicons of health and healthcare,” Jenson says. “We also address structural violence in healthcare through readings, lectures and discussions.” For example, the class studies clinic notes as narratives that sometimes reflect negative impressions of patients that may affect the care they receive.

Hsiung believes that the humanities, in this case storytelling, can have as significant an impact in the global health arena as biomedical interventions. “If we define health as encompassing the whole self, then global health must also consider the whole of the experience of the self to be important, and that means prioritizing the humanities alongside the sciences, as this course does,” she says.

The course encourages students to listen, practice self-reflection, embrace vulnerability and cultivate humility. Lily Koning, another global health student, sees direct connections between these practices and global health. “This course fosters reflection in a way no course I’ve taken at Duke ever has,” she says. “It prompts me to think about my motives, my actions, my thought processes and my relation to others. In the field of global health, which is fraught with ethical issues in a cross-cultural context, this reflection is vital.”

Throughout the course, students engage with multiple storytelling formats, from blogging to podcasts and sound exploration to performance art. i electricity bill com For their final project, students can choose to write a paper, create an audio essay or contribute to a “Sounds of Health” collection on the Sonic Dictionary, an archive of hundreds of audio recordings created by university students. For example, an undergraduate epilepsy researcher, Julie Uchitel, recorded and reflected on sounds from an EEG machine.

The Storytelling in Medicine and Health students leave the class with an understanding of story structure and delivery and the role of humanities in health settings, but what may be even more powerful is the sense of community and shared humanity they develop among their diverse classmates. Serrano recalls a recent conversation she overheard between a few students: “They were reflecting on how, at the end of the semester, through their stories and class discussions, they knew each other in a very deep way that’s unique to this class.”