Clinical Medicine 2nd Year
A.Y. 2024/2025
Learning objectives
Following the individual encounter of the student with an inpatient introduced by the Chief Nurse, and after a debriefing (small groups) with the clinical care team in charge of he patient, final plenary encounters will examine reflective writing techniques. The student will be enabled to extend his writing spectrum from a descriptive approach to: the exploration and critique of assumptions, values and previous beliefs; the description of disorienting dilemmas; careful attendance to the patient's emotions as well as the student's own emotions.
Expected learning outcomes
The student will be able to: explore and make explicit the implicit dilemmas, difficulties, and concerns revealed by the patient's narrative; examine alternative explanations; use reflective thinking to report and openly discuss patient's emotions as well as his own emotions.
Lesson period: Second semester
Single course
This course cannot be attended as a single course. Please check our list of single courses to find the ones available for enrolment.
Course syllabus and organization
Single session
Responsible
Course syllabus
- Introduction to the Module
- Collection and building of an illness history during an individual encounter with an inpatient
- A distinction between disease and illness. The illness experience and care relationships
- Clinical narratives: distinctive features and analysis
- How to conduct a narrative interview
- Reflective writing in Medicine: scope and purpose
Clinical clerkships:
Following a briefing encounter on the attendance to the hospital ward, each student will be presented by the Chief Nurse to an inpatient to collect and build a clinical history concerning his illness experience. The student will write down a narrative text on the encounter and share it during small group activities aiming to select a representative clinical history. During the ensuing plenary sessions, selected clinical histories will be discussed, and students will be offered the opportunity to explore and share their inner experience with the full group, the teachers and the health care team. Finally, each student will upload his narrative text in his own portfolio on the ARIEL platform of the Università degli Studi di Milano.
- Collection and building of an illness history during an individual encounter with an inpatient
- A distinction between disease and illness. The illness experience and care relationships
- Clinical narratives: distinctive features and analysis
- How to conduct a narrative interview
- Reflective writing in Medicine: scope and purpose
Clinical clerkships:
Following a briefing encounter on the attendance to the hospital ward, each student will be presented by the Chief Nurse to an inpatient to collect and build a clinical history concerning his illness experience. The student will write down a narrative text on the encounter and share it during small group activities aiming to select a representative clinical history. During the ensuing plenary sessions, selected clinical histories will be discussed, and students will be offered the opportunity to explore and share their inner experience with the full group, the teachers and the health care team. Finally, each student will upload his narrative text in his own portfolio on the ARIEL platform of the Università degli Studi di Milano.
Prerequisites for admission
No prerequisites required for admission
Teaching methods
Each university credit (CFU) consists of a number of hours devoted to teaching classes ("didattica formale") and innovative teaching ("didattica innovativa"). Innovative teaching consists of deepening selected topics, which are included into the course syllabus and are agreed with the students upon their request or the teacher's proposal.
In the Module, interactive classes accompany both plenary sessions and small group working. During the week following the patient encounter, workshops specifically dedicated to the small-group discussion of each encounter, and to sharing this experience with the other students, will be conducted by the teachers and the health care team to foster the students' observational and interpretive skills, as well as their reflective writing skills.
In the Module, interactive classes accompany both plenary sessions and small group working. During the week following the patient encounter, workshops specifically dedicated to the small-group discussion of each encounter, and to sharing this experience with the other students, will be conducted by the teachers and the health care team to foster the students' observational and interpretive skills, as well as their reflective writing skills.
Teaching Resources
- Brody H. (2003), Stories of Sickness, Oxford University Press, Oxford: Cap. 2 (da pag. 23 a pag. 30), cap. 5 (da pag. 81 a pag. 89)
- Wald H., Reis S. (2010), Beyond the Margins: Reflective Writing and Development of Reflective Capacity in Medical Education, in Journal of General Internal Medicine, 25(7):746-9
- Wald HS1, Borkan JM, Taylor JS, Anthony D, Reis SP. Fostering and evaluating reflective capacity in medical education: developing the REFLECT rubric for assessing reflective writing.Acad Med. 2012 Jan;87(1):41-50.
- Dolev JC, Friedlaender LK, Braverman IM. Use of fine art to enhance visual diagnostic skills. JAMA. 2001 Sep 5;286(9):1020-1.
- Bolton G. The art of medicine. Writing values. Lancet 2009;374:20-21
- Zannini L, Gambacorti-Passerini MB, Battezzati PM. La formazione alle soft skills nel Corso di laurea in Medicina: uno studio qualitativo sulle scritture riflessive di un campione di studenti. Educational Reflective Practices. 2016; 6(2):9-25
- Wald H., Reis S. (2010), Beyond the Margins: Reflective Writing and Development of Reflective Capacity in Medical Education, in Journal of General Internal Medicine, 25(7):746-9
- Wald HS1, Borkan JM, Taylor JS, Anthony D, Reis SP. Fostering and evaluating reflective capacity in medical education: developing the REFLECT rubric for assessing reflective writing.Acad Med. 2012 Jan;87(1):41-50.
- Dolev JC, Friedlaender LK, Braverman IM. Use of fine art to enhance visual diagnostic skills. JAMA. 2001 Sep 5;286(9):1020-1.
- Bolton G. The art of medicine. Writing values. Lancet 2009;374:20-21
- Zannini L, Gambacorti-Passerini MB, Battezzati PM. La formazione alle soft skills nel Corso di laurea in Medicina: uno studio qualitativo sulle scritture riflessive di un campione di studenti. Educational Reflective Practices. 2016; 6(2):9-25
Assessment methods and Criteria
Students' narrative texts concerning their patient encounters will be uploaded on the ARIEL platform to be evaluated by one of the teachers. A scale devised by Moon (J.A. Moon. A Handbook of Reflective and Experiential Learning: Theory and Practice. 2004. Oxford: Routledge) will be used to by one of the teachers to evaluate reflective writing and the students' ability to: extend the writing spectrum from a merely descriptive approach; reflect on the patient's emotions as well as on the personal emotions originating from the encounter
M-PED/01 - PEDAGOGY, THEORIES OF EDUCATION AND SOCIAL EDUCATION - University credits: 1
Lessons: 4 hours
: 8 hours
: 8 hours
Professor:
Zannini Lucia
Shifts:
Turno
Professor:
Zannini LuciaProfessor(s)