“Getting Started”: A Pilot Introductory Narrative Writing Session for Interprofessional Faculty in Academic Health Sciences
Christy D Remein,1 Ellen Childs,2 Jennifer Beard,3 Lindsay B Demers,1 Emelia J Benjamin,1,4 Sarah L Wingerter5 1Department of Medicine, Boston Medical Center, Boston University School of Medicine, Boston, MA, USA; 2Department of Health Law, Policy, and Management, Boston University School of Public...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Dove Medical Press
2022-03-01
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| Series: | Advances in Medical Education and Practice |
| Subjects: | |
| Online Access: | https://www.dovepress.com/getting-started-a-pilot-introductory-narrative-writing-session-for-int-peer-reviewed-fulltext-article-AMEP |
| _version_ | 1818992554207608832 |
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| author | Remein CD Childs E Beard J Demers LB Benjamin EJ Wingerter SL |
| author_facet | Remein CD Childs E Beard J Demers LB Benjamin EJ Wingerter SL |
| author_sort | Remein CD |
| collection | DOAJ |
| description | Christy D Remein,1 Ellen Childs,2 Jennifer Beard,3 Lindsay B Demers,1 Emelia J Benjamin,1,4 Sarah L Wingerter5 1Department of Medicine, Boston Medical Center, Boston University School of Medicine, Boston, MA, USA; 2Department of Health Law, Policy, and Management, Boston University School of Public Health, Boston, MA, USA; 3Department of Global Health, Boston University School of Public Health, Boston, MA, USA; 4Department of Epidemiology, Boston University School of Public Health, Boston, MA, USA; 5Department of Pediatrics, Boston Medical Center, Boston University School of Medicine, Boston, MA, USACorrespondence: Christy D Remein, Department of Medicine, Boston Medical Center, Boston University School of Medicine, Boston, MA, 02118, USA, Email christydanelle@gmail.comPurpose: We designed and implemented a pilot introductory narrative writing session with the two-fold goal of fostering the dissemination of faculty writing for submission to peer-reviewed journals and other publication venues while simultaneously creating a framework for establishing collaborative and empathic interprofessional teams by enhancing narrative-related competencies.Methods: The session was open to interprofessional faculty at our academic health sciences center. Participants were accepted via a competitive application process, with group size limited to 18 individuals due to the workshop-style format. Learners were reflective of our diverse campus regarding sex, race/ethnicity, department, rank, and professional role. The session began with an experiential seminar providing instruction on writing theory and practice, discussion questions, and reflective writing prompts. The seminar was followed by a writing workshop. We conducted a mixed-methods evaluation to gauge participant satisfaction and educational efficacy.Results: The mixed-methods evaluation revealed that faculty reported high satisfaction with the session as a designated space to contemplate, discuss, practice, share, and critique narrative writing. All learners (18, 100%) rated it “very good” or “excellent” in overall quality and value as well as in relevance to personal growth. Participants reported growth in communication (13, 72%), self-reflection (12, 67%), active listening (12, 67%), writing confidence (11, 61%), perspective-taking (11, 61%), writing skills (10, 56%), and empathy (8, 44%).Discussion: Faculty valued the session as a venue for improving their writing skills and sharing with a diverse group of colleagues about the significance of narrative in relation to their professional lives.Conclusion: Seminar outcomes suggest that narrative-based education for interprofessional health sciences faculty can be effective in achieving the two-fold goal of enhancing writing competencies while simultaneously fostering essential skills for building collaborative and empathic teams to promote high-quality education, research, and whole person clinical care.Keywords: interprofessional writing education, narrative writing, narrative education, narrative medicine, health humanities, medical humanities, literature and medicine |
| first_indexed | 2024-12-20T20:28:00Z |
| format | Article |
| id | doaj.art-4c9e5fc6193842df8a65b6c42eb10121 |
| institution | Directory Open Access Journal |
| issn | 1179-7258 |
| language | English |
| last_indexed | 2024-12-20T20:28:00Z |
| publishDate | 2022-03-01 |
| publisher | Dove Medical Press |
| record_format | Article |
| series | Advances in Medical Education and Practice |
| spelling | doaj.art-4c9e5fc6193842df8a65b6c42eb101212022-12-21T19:27:25ZengDove Medical PressAdvances in Medical Education and Practice1179-72582022-03-01Volume 1326527473718“Getting Started”: A Pilot Introductory Narrative Writing Session for Interprofessional Faculty in Academic Health SciencesRemein CDChilds EBeard JDemers LBBenjamin EJWingerter SLChristy D Remein,1 Ellen Childs,2 Jennifer Beard,3 Lindsay B Demers,1 Emelia J Benjamin,1,4 Sarah L Wingerter5 1Department of Medicine, Boston Medical Center, Boston University School of Medicine, Boston, MA, USA; 2Department of Health Law, Policy, and Management, Boston University School of Public Health, Boston, MA, USA; 3Department of Global Health, Boston University School of Public Health, Boston, MA, USA; 4Department of Epidemiology, Boston University School of Public Health, Boston, MA, USA; 5Department of Pediatrics, Boston Medical Center, Boston University School of Medicine, Boston, MA, USACorrespondence: Christy D Remein, Department of Medicine, Boston Medical Center, Boston University School of Medicine, Boston, MA, 02118, USA, Email christydanelle@gmail.comPurpose: We designed and implemented a pilot introductory narrative writing session with the two-fold goal of fostering the dissemination of faculty writing for submission to peer-reviewed journals and other publication venues while simultaneously creating a framework for establishing collaborative and empathic interprofessional teams by enhancing narrative-related competencies.Methods: The session was open to interprofessional faculty at our academic health sciences center. Participants were accepted via a competitive application process, with group size limited to 18 individuals due to the workshop-style format. Learners were reflective of our diverse campus regarding sex, race/ethnicity, department, rank, and professional role. The session began with an experiential seminar providing instruction on writing theory and practice, discussion questions, and reflective writing prompts. The seminar was followed by a writing workshop. We conducted a mixed-methods evaluation to gauge participant satisfaction and educational efficacy.Results: The mixed-methods evaluation revealed that faculty reported high satisfaction with the session as a designated space to contemplate, discuss, practice, share, and critique narrative writing. All learners (18, 100%) rated it “very good” or “excellent” in overall quality and value as well as in relevance to personal growth. Participants reported growth in communication (13, 72%), self-reflection (12, 67%), active listening (12, 67%), writing confidence (11, 61%), perspective-taking (11, 61%), writing skills (10, 56%), and empathy (8, 44%).Discussion: Faculty valued the session as a venue for improving their writing skills and sharing with a diverse group of colleagues about the significance of narrative in relation to their professional lives.Conclusion: Seminar outcomes suggest that narrative-based education for interprofessional health sciences faculty can be effective in achieving the two-fold goal of enhancing writing competencies while simultaneously fostering essential skills for building collaborative and empathic teams to promote high-quality education, research, and whole person clinical care.Keywords: interprofessional writing education, narrative writing, narrative education, narrative medicine, health humanities, medical humanities, literature and medicinehttps://www.dovepress.com/getting-started-a-pilot-introductory-narrative-writing-session-for-int-peer-reviewed-fulltext-article-AMEPinterprofessional writing educationnarrative writingnarrative educationnarrative medicinehealth humanitiesmedical humanitiesliterature and medicine |
| spellingShingle | Remein CD Childs E Beard J Demers LB Benjamin EJ Wingerter SL “Getting Started”: A Pilot Introductory Narrative Writing Session for Interprofessional Faculty in Academic Health Sciences Advances in Medical Education and Practice interprofessional writing education narrative writing narrative education narrative medicine health humanities medical humanities literature and medicine |
| title | “Getting Started”: A Pilot Introductory Narrative Writing Session for Interprofessional Faculty in Academic Health Sciences |
| title_full | “Getting Started”: A Pilot Introductory Narrative Writing Session for Interprofessional Faculty in Academic Health Sciences |
| title_fullStr | “Getting Started”: A Pilot Introductory Narrative Writing Session for Interprofessional Faculty in Academic Health Sciences |
| title_full_unstemmed | “Getting Started”: A Pilot Introductory Narrative Writing Session for Interprofessional Faculty in Academic Health Sciences |
| title_short | “Getting Started”: A Pilot Introductory Narrative Writing Session for Interprofessional Faculty in Academic Health Sciences |
| title_sort | ldquo getting started rdquo a pilot introductory narrative writing session for interprofessional faculty in academic health sciences |
| topic | interprofessional writing education narrative writing narrative education narrative medicine health humanities medical humanities literature and medicine |
| url | https://www.dovepress.com/getting-started-a-pilot-introductory-narrative-writing-session-for-int-peer-reviewed-fulltext-article-AMEP |
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