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The Application of Narrative Medicine as Death Education in Anatomical Practice Education

  • Anatomy & Biological Anthropology
  • Abbr : Anat Biol Anthropol
  • 2024, 37(2), pp.91~98
  • DOI : 10.11637/aba.2024.37.2.91
  • Publisher : 대한체질인류학회
  • Research Area : Medicine and Pharmacy > Anatomy
  • Received : May 30, 2024
  • Accepted : June 26, 2024
  • Published : June 30, 2024

Jang, Kyung-Ju 1,  Gyeong-Min, Lee 2,  Jae-Hoon Bae 2,  Lee, Jae-Ho 3

1계명대학교 의과대학 학생지원센터
2계명대학교 의과대학 의료인문학교실
3계명대학교 의과대학 해부학교실

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ABSTRACT

In domestic medical humanities education, along with the need for narrative education, narrative competence is emphasized as crucial elements that future doctors should possess for their clinical practice. Narrative medicine, originating in the United States and the United Kingdom, has garnered attention in the medical community. However, there is a lack of research on the specific educational methods and the application of narrative medicine in domestic medical education. This study presents the points of application of narrative medicine for death education in anatomical practice education, with the purpose of developing narrative competences in medical education and suggesting ways to apply narrative medicine. The applications of narrative medicine as death education in anatomical practice education are as follows: First, the application of philosophical discourse based on narrative questions. Second, the application of directive writing based on subjective and intuitive observations of the cadaver’s body parts. Third, the application of story therapy through literature and artwork. In this study, the narrative medicine as death education in anatomical practice education supplements the limitations of biomedicine-centered objective elements and rationality-centered positivist medical education. Narrative reading and writing develops narrative competence by incorporating medical humanities elements, such as creativity, subjectivity, and more, into medicine. Additionally, this study introduced specific educational methods for narrative medicine in anatomical practice education, incorporating elements of medical humanities. This study’s contribution is its integrated approach to medical education, combining natural science and humanities education in response to the requirement for human-centered medicine in medical education. Through the use of narrative medicine, this study suggests another valuable educational approach aligned with medical humanities education by recognizing various human factors anticipated in future medical settings.

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