This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Brendel, W. Search for Related Content Social Bookmarking                         What's this?

A Framework for Narrative-Driven Transformative Learning in Medicine

Teachers College, Columbia University

Like bookends, birth and death contain innumerable narratives that we come to experience, recall, and reflect on in a unique fashion throughout life. In hindsight, the bookmarks we leave behind often refer us to poignant ups and downs, many of which pertain to shifts in personal health as well as the health of those we hold dear. In this article, I will demonstrate how in medical contexts such as a terminal illness, our narratives are driven by assumptions we tend to take for granted or rarely challenge as patients. Drawing from transformative learning theory, I will suggest a framework in which medical practitioners invite narratives with the aim of helping patients identify, challenge, and in some cases transform assumptions about their health and worldviews of medicine.

Key Words: Transformative Learning • Narrative Medicine • Clinical Dialogue • End-of-life Care

Journal of Transformative Education, Vol. 7, No. 1, 26-43 (2009)
DOI: 10.1177/1541344609334803


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?