Pub Date : 2024-01-29DOI: 10.26443/ijwpc.v11i1.400
K. Smith, E. Kinsella, Sheila Moodie, Lisa McCorquodale, Gail Teachman
Background A well-established body of literature highlights the importance of the therapeutic relationship when working with children and youth. A growing body of literature points to the potential of mindfulness to enhance the quality of relationships, including the therapeutic relationship. To date, little attention has been paid to this topic within the profession of occupational therapy. Aim The aim of this study was to inquire into paediatric occupational therapists’ experiences of mindfulness in the therapeutic relationship with children and youth. Methods Heideggerian-informed hermeneutic phenomenology was employed as the methodological approach. Two key Heideggerian concepts of being-with and care served as theoretical underpinnings of the study. Semi-structured interviews were completed with eight North American occupational therapists to elicit their first-hand accounts of mindfulness in the therapeutic relationship with their paediatric clients. Interviews were transcribed verbatim and analyzed using a phenomenological approach. Results Four key themes were identified and include: fostering a safe space, enhancing presence, being authentic, and cultivating acceptance. Conclusions The findings offer insights regarding the potential affordances of mindfulness to support clinicians as they form of therapeutic relationships with children and youth. This study highlights research priorities for future inquiry.
{"title":"Mindfulness and therapeutic relationships: insights from a phenomenological study of occupational therapists' practices","authors":"K. Smith, E. Kinsella, Sheila Moodie, Lisa McCorquodale, Gail Teachman","doi":"10.26443/ijwpc.v11i1.400","DOIUrl":"https://doi.org/10.26443/ijwpc.v11i1.400","url":null,"abstract":"Background \u0000A well-established body of literature highlights the importance of the therapeutic relationship when working with children and youth. A growing body of literature points to the potential of mindfulness to enhance the quality of relationships, including the therapeutic relationship. To date, little attention has been paid to this topic within the profession of occupational therapy. \u0000Aim \u0000The aim of this study was to inquire into paediatric occupational therapists’ experiences of mindfulness in the therapeutic relationship with children and youth. \u0000Methods \u0000Heideggerian-informed hermeneutic phenomenology was employed as the methodological approach. Two key Heideggerian concepts of being-with and care served as theoretical underpinnings of the study. Semi-structured interviews were completed with eight North American occupational therapists to elicit their first-hand accounts of mindfulness in the therapeutic relationship with their paediatric clients. Interviews were transcribed verbatim and analyzed using a phenomenological approach. \u0000Results \u0000Four key themes were identified and include: fostering a safe space, enhancing presence, being authentic, and cultivating acceptance. \u0000Conclusions \u0000The findings offer insights regarding the potential affordances of mindfulness to support clinicians as they form of therapeutic relationships with children and youth. This study highlights research priorities for future inquiry. ","PeriodicalId":348245,"journal":{"name":"The International Journal of Whole Person Care","volume":"13 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140488216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-29DOI: 10.26443/ijwpc.v11i1.416
Richard B. Hovey
Our omnipresent reflective worlds invite interpretation through the incalculability and types of text that surrounds us during our daily lives. We as human beings have no choice but to acknowledge this bombardment of texts as our obligatory and oblivious day-to-day engagements or be in denial of them because, as their meaning has not become relevant and interpreted within our lives. These texts of life will continue to appear regardless of whether through an interpersonal encounter within our taken-for-granted lives, as researcher through the recounting of a research a research participant’s lived experience of something, or of a form of “art” that uniquely somehow “speaks to us”. Patients, clinicians, and researchers are offered windows, images, narratives, metaphors, or other creative expression into the complex experiences that can be explored and interpreted to help understanding complex health conditions. Chronic pain and cancer an example of these but the text associated with these transcend their medicalization to include the ontological pain associated with the day-to-day distress these can create. This presentation offers the personal and academic reflections as a researcher and a person who lives with chronic pain and is currently undergoing a second round of chemotherapy for cancer. By finding a common ground of understanding the clinical and life experiences of living with chronic health conditions becomes mutually more accessible and may enhance the treatment of the person. The first step it to help create awareness that text and interpretation skills can benefit the clinician, the patient, and researchers.
{"title":"Surrounded by text: the meaning of health represented through the texts of life. An interpretative process","authors":"Richard B. Hovey","doi":"10.26443/ijwpc.v11i1.416","DOIUrl":"https://doi.org/10.26443/ijwpc.v11i1.416","url":null,"abstract":"Our omnipresent reflective worlds invite interpretation through the incalculability and types of text that surrounds us during our daily lives. We as human beings have no choice but to acknowledge this bombardment of texts as our obligatory and oblivious day-to-day engagements or be in denial of them because, as their meaning has not become relevant and interpreted within our lives. \u0000These texts of life will continue to appear regardless of whether through an interpersonal encounter within our taken-for-granted lives, as researcher through the recounting of a research a research participant’s lived experience of something, or of a form of “art” that uniquely somehow “speaks to us”. Patients, clinicians, and researchers are offered windows, images, narratives, metaphors, or other creative expression into the complex experiences that can be explored and interpreted to help understanding complex health conditions. Chronic pain and cancer an example of these but the text associated with these transcend their medicalization to include the ontological pain associated with the day-to-day distress these can create. \u0000This presentation offers the personal and academic reflections as a researcher and a person who lives with chronic pain and is currently undergoing a second round of chemotherapy for cancer. By finding a common ground of understanding the clinical and life experiences of living with chronic health conditions becomes mutually more accessible and may enhance the treatment of the person. The first step it to help create awareness that text and interpretation skills can benefit the clinician, the patient, and researchers.","PeriodicalId":348245,"journal":{"name":"The International Journal of Whole Person Care","volume":"47 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140489172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-29DOI: 10.26443/ijwpc.v11i1.411
J. D. Boudreau, Edvin Schei, E. Valestrand, Hannah Gillespie, Beth Whelan, E. Kinsella, Hilde Grimstad, Monika Kvernenes, Terese Stenfors
BackgroundFor years, we have known that many medical students lose empathy and experience burn out during the last part of their undergraduate education, despite starting with high motivation and above average mental health. The most powerful learning environment is the clinic, where students in the final stages of their program interact with real patients and practice doctor’s skills in authentic environments. We wondered how students at this stage are cared for as learners and novice professionals. We tried to identify explicit and hidden professional norms and competence goals that students are measured by, and sanctioned for not conforming with, in daily practice. We asked: Is there a mismatch between what medical students need to manage in their professional lives and the affordances inherent to the workplace environment where learning takes place? Can we intervene to mitigate any gaps? MethodInspired by the Consolidated Framework for Implementation Research (CFIR), we engaged leaders, physicians, residents, and medical students at a small Norwegian hospital in a three-year project aiming to improve students’ motivation, participation, and clinical learning, by strengthening pedagogical and affective support during an 8-week practice period. ResultsMedical students and residents identified needs for preparation and orientation, continuity, and secure relationships where learners are acknowledged as unique individuals. A simple model of learning needs was developed, where educational goals can be arranged on three levels: 1) social survival, 2) medical knowledge and skills, and 3) clinical wisdom.
{"title":"Medical students as whole persons – tending to the elephants in clinical practice training","authors":"J. D. Boudreau, Edvin Schei, E. Valestrand, Hannah Gillespie, Beth Whelan, E. Kinsella, Hilde Grimstad, Monika Kvernenes, Terese Stenfors","doi":"10.26443/ijwpc.v11i1.411","DOIUrl":"https://doi.org/10.26443/ijwpc.v11i1.411","url":null,"abstract":"BackgroundFor years, we have known that many medical students lose empathy and experience burn out during the last part of their undergraduate education, despite starting with high motivation and above average mental health. The most powerful learning environment is the clinic, where students in the final stages of their program interact with real patients and practice doctor’s skills in authentic environments. We wondered how students at this stage are cared for as learners and novice professionals. We tried to identify explicit and hidden professional norms and competence goals that students are measured by, and sanctioned for not conforming with, in daily practice. We asked: Is there a mismatch between what medical students need to manage in their professional lives and the affordances inherent to the workplace environment where learning takes place? Can we intervene to mitigate any gaps? \u0000MethodInspired by the Consolidated Framework for Implementation Research (CFIR), we engaged leaders, physicians, residents, and medical students at a small Norwegian hospital in a three-year project aiming to improve students’ motivation, participation, and clinical learning, by strengthening pedagogical and affective support during an 8-week practice period. \u0000ResultsMedical students and residents identified needs for preparation and orientation, continuity, and secure relationships where learners are acknowledged as unique individuals. A simple model of learning needs was developed, where educational goals can be arranged on three levels: 1) social survival, 2) medical knowledge and skills, and 3) clinical wisdom.","PeriodicalId":348245,"journal":{"name":"The International Journal of Whole Person Care","volume":"4 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140489439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-29DOI: 10.26443/ijwpc.v11i1.408
E. Kinsella, Allison Chrestensen, Kirsten Sarah Smith
Introduction Mindfulness practices offer approaches to reflection that have been argued to contribute to positive outcomes for students in the health professions. Despite calls for more phenomenological investigations in the field, few studies examine the lived experience of learning about mindfulness in professional schools. Objective The objective of this study was to inquire into first-hand written accounts of students’ experiences of learning about mindfulness. Methods This study reports on occupational therapy health professions students’ phenomenological reflections written during and following a 5 week, 15 hour, mindfulness elective course offered at a Canadian University. The study adopts a hermeneutic phenomenological methodology and is informed by theoretical frameworks of embodiment and practice theories. An indepth thematic analysis of twenty-one students' written reflections on the experience of integrating mindfulness practices into their lives was undertaken. Results Predominant themes identified in students’ written reflections include: reframing perceptions, ‘being’ while ‘doing’, witnessing the struggle, and compassion for self and others. Conclusions This research contributes richly textured accounts that advance understandings about the affordances of mindfulness education in the lives of future health care practitioners. The results also hold implications for educational design in higher education professional school contexts, considerations of mindfulness practices in future professional practitioners’ everyday and workplace occupations, and identification of promising avenues for future research. This study is funded by the Social Science and Humanities Research Council of Canada (SSHRC).
{"title":"Reframing perceptions: A phenomenological inquiry into students’ written reflections on learning about mindfulness","authors":"E. Kinsella, Allison Chrestensen, Kirsten Sarah Smith","doi":"10.26443/ijwpc.v11i1.408","DOIUrl":"https://doi.org/10.26443/ijwpc.v11i1.408","url":null,"abstract":"Introduction \u0000Mindfulness practices offer approaches to reflection that have been argued to contribute to positive outcomes for students in the health professions. Despite calls for more phenomenological investigations in the field, few studies examine the lived experience of learning about mindfulness in professional schools. Objective \u0000The objective of this study was to inquire into first-hand written accounts of students’ experiences of learning about mindfulness. Methods \u0000This study reports on occupational therapy health professions students’ phenomenological reflections written during and following a 5 week, 15 hour, mindfulness elective course offered at a Canadian University. The study adopts a hermeneutic phenomenological methodology and is informed by theoretical frameworks of embodiment and practice theories. An indepth thematic analysis of twenty-one students' written reflections on the experience of integrating mindfulness practices into their lives was undertaken. Results \u0000Predominant themes identified in students’ written reflections include: reframing perceptions, ‘being’ while ‘doing’, witnessing the struggle, and compassion for self and others. Conclusions \u0000This research contributes richly textured accounts that advance understandings about the affordances of mindfulness education in the lives of future health care practitioners. The results also hold implications for educational design in higher education professional school contexts, considerations of mindfulness practices in future professional practitioners’ everyday and workplace occupations, and identification of promising avenues for future research. This study is funded by the Social Science and Humanities Research Council of Canada (SSHRC). ","PeriodicalId":348245,"journal":{"name":"The International Journal of Whole Person Care","volume":"38 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140488955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-29DOI: 10.26443/ijwpc.v11i1.391
Yusuke Takamiya
I am a palliative care physician for 30 years. And I have been teaching " Lessons of Life " to medical students and elementary, junior high, and high school students for 30 years. Based on the words left behind by the deceased patient, these are classes to think about life through death. I would like to introduce some of the lectures at this conference. When I took care of a 23-year-old female terminal cancer patient, her pain of bone metastasis, which could not be removed, was relieved by a wedding ceremony. I was taught that pain is relieved not by drugs but by supporting the hopes and dreams of patients. A 21-year-old woman with cancer of unknown primary cancer, who had not been told of her prognosis, realized that she was dying and left a letter for her mother. She wrote, "I am glad I was born as your daughter” with gratitude. A 17-year-old high school male student, who had a brain tumor, left a diary. In the diary, he wrote, "If I were to die tomorrow, what would I do today? All I can do now is to live my life to death as I am.”An 18-year-old woman, battling rhabdomyosarcoma,said,“Walking, talking, seeing, hearing, laughing, crying, and living. You may think it’s normal as someone who always takes it for granted, but that’s not the case.” Through the words and actions left behind by my patients, I learn that we are living a day that is irreplaceable.
{"title":"Considering life through death - introduction to lessons of life","authors":"Yusuke Takamiya","doi":"10.26443/ijwpc.v11i1.391","DOIUrl":"https://doi.org/10.26443/ijwpc.v11i1.391","url":null,"abstract":"I am a palliative care physician for 30 years. And I have been teaching \" Lessons of Life \" to medical students and elementary, junior high, and high school students for 30 years. Based on the words left behind by the deceased patient, these are classes to think about life through death. I would like to introduce some of the lectures at this conference. \u0000When I took care of a 23-year-old female terminal cancer patient, her pain of bone metastasis, which could not be removed, was relieved by a wedding ceremony. I was taught that pain is relieved not by drugs but by supporting the hopes and dreams of patients. A 21-year-old woman with cancer of unknown primary cancer, who had not been told of her prognosis, realized that she was dying and left a letter for her mother. She wrote, \"I am glad I was born as your daughter” with gratitude. A 17-year-old high school male student, who had a brain tumor, left a diary. In the diary, he wrote, \"If I were to die tomorrow, what would I do today? All I can do now is to live my life to death as I am.”An 18-year-old woman, battling rhabdomyosarcoma,said,“Walking, talking, seeing, hearing, laughing, crying, and living. You may think it’s normal as someone who always takes it for granted, but that’s not the case.” Through the words and actions left behind by my patients, I learn that we are living a day that is irreplaceable. \u0000 ","PeriodicalId":348245,"journal":{"name":"The International Journal of Whole Person Care","volume":"50 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140488306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-29DOI: 10.26443/ijwpc.v11i1.389
Victoria Korsos, Saima Ahmed, Sheena Heslip, Chantal Cassis, Vasiliki Bitzas, S. Assouline
Introduction: Hematology-oncology patients are more likely to receive high intensity care (HIC), including ICU admission and active cancer treatment, than solid cancer patients near end of life (EOL). This prevents patients and their families from realistically planning for the future, and diminishes quality of life (QOL). We previously conducted a retrospective study to understand factors influencing HIC outcomes at EOL in hematology patients at McGill-affiliated hospitals. While non-curative goals, early level of intervention (LOI) discussions and palliative care (PC) involvement lowered the likelihood of HIC at EOL, the median time of LOI discussion and PC involvement to death was 22 and 9 days respectively. We hypothesize that a timely discussion aligning patient perspectives and goals with their treating team could improve QOL at EOL. Methods: We are conducting a pilot study looking at the impact of using the Serious Illness Conversation Guide (SICG), a validated conversation tool in the general oncology population, on the QOL of hematology patients. Participants are identified by their treating doctor or nurse practitioner to be at risk of dying in the next year. The primary aim is to decrease death in acute care. Secondary aims include reporting other HIC outcomes, time from LOI discussion and PC consult to death, and the short term benefit to QOL. In addition, qualitative analysis will explore participant perspectives on benefits of the SICG and areas to improve, and explore EOL QOL topics relevant to hematology patients. We have currently enrolled 2 patients. Interim analysis is projected for September 2023.
简介与接近生命终点（EOL）的实体癌患者相比，血液肿瘤患者更有可能接受高强度护理（HIC），包括入住重症监护病房和积极的癌症治疗。这阻碍了患者及其家属对未来进行现实的规划，并降低了生活质量（QOL）。我们曾进行过一项回顾性研究，以了解影响麦吉尔附属医院血液病患者生命末期 HIC 治疗效果的因素。虽然非根治性目标、早期干预水平（LOI）讨论和姑息治疗（PC）参与降低了患者在临终前发生 HIC 的可能性，但从讨论 LOI 和 PC 参与到死亡的中位时间分别为 22 天和 9 天。我们推测，及时与治疗团队讨论患者的观点和目标，可改善患者临终前的生活质量。方法：我们正在进行一项试点研究，探讨使用重病对话指南（SICG）这一在普通肿瘤人群中经过验证的对话工具对血液病患者 QOL 的影响。参加者由其主治医生或执业护士确定在未来一年内有死亡风险。主要目的是减少急症护理中的死亡人数。次要目标包括报告其他 HIC 结果、从 LOI 讨论和 PC 咨询到死亡的时间，以及对 QOL 的短期益处。此外，定性分析将探讨参与者对 SICG 的益处和有待改进之处的看法，并探讨与血液病患者相关的 EOL QOL 主题。我们目前已招募了 2 名患者。中期分析预计将于 2023 年 9 月进行。
{"title":"Using the serious illness conversation guide to improve the quality of life of hematology-oncology patients: a pilot study","authors":"Victoria Korsos, Saima Ahmed, Sheena Heslip, Chantal Cassis, Vasiliki Bitzas, S. Assouline","doi":"10.26443/ijwpc.v11i1.389","DOIUrl":"https://doi.org/10.26443/ijwpc.v11i1.389","url":null,"abstract":"Introduction: \u0000Hematology-oncology patients are more likely to receive high intensity care (HIC), including ICU admission and active cancer treatment, than solid cancer patients near end of life (EOL). This prevents patients and their families from realistically planning for the future, and diminishes quality of life (QOL). We previously conducted a retrospective study to understand factors influencing HIC outcomes at EOL in hematology patients at McGill-affiliated hospitals. While non-curative goals, early level of intervention (LOI) discussions and palliative care (PC) involvement lowered the likelihood of HIC at EOL, the median time of LOI discussion and PC involvement to death was 22 and 9 days respectively. We hypothesize that a timely discussion aligning patient perspectives and goals with their treating team could improve QOL at EOL. \u0000Methods: \u0000We are conducting a pilot study looking at the impact of using the Serious Illness Conversation Guide (SICG), a validated conversation tool in the general oncology population, on the QOL of hematology patients. Participants are identified by their treating doctor or nurse practitioner to be at risk of dying in the next year. The primary aim is to decrease death in acute care. Secondary aims include reporting other HIC outcomes, time from LOI discussion and PC consult to death, and the short term benefit to QOL. In addition, qualitative analysis will explore participant perspectives on benefits of the SICG and areas to improve, and explore EOL QOL topics relevant to hematology patients. We have currently enrolled 2 patients. Interim analysis is projected for September 2023. \u0000 ","PeriodicalId":348245,"journal":{"name":"The International Journal of Whole Person Care","volume":"54 40","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140487098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The growing prevalence of psychological morbidity, depersonalization, and low personal accomplishment among medical students underscores the need for resilience-enhancing programs tailored to their specific needs. Incorporating cultural perspectives and societal context into these interventions is crucial to ensure their effectiveness and relevance. In response, Showa University School of Medicine in Japan has pioneered a culturally-adapted, resilience-based curriculum for medical students from their first through sixth years since 2020. This presentation will outline the comprehensive framework of the resilience-focused curriculum, including course objectives, content, learning resources, timetables, and pedagogical approaches. Key components of the curriculum encompass self-assessment and reflection, stress management strategies, effective communication and conflict resolution skills, and fostering a growth mindset. Additionally, interdisciplinary collaborations with psychology and social work departments provide individual supports and resources for students. Emphasizing the distinct challenges faced by medical students, such as academic stressors, relationships with senior clinical educators, patient and family interactions, and managing errors and burnout, the presentation will highlight the classes on the curriculum, support systems and mentorship programs in promoting mental well-being and resilience. The experiences and outcomes of the 2020-2022 cohorts will be shared, offering valuable insights into the effectiveness of the resilience-building curriculum in the Japanese context. Lessons learned from the implementation process, including challenges faced and strategies employed, will provide practical examples for other medical schools seeking to develop similar programs.
{"title":"Culturally-adapted resilience-building curriculum for medical students: a comprehensive approach at Showa University School of Medicine, Japan","authors":"Shizuma Tsuchiya, Edward Barroga, Atsuko Furuta, Makiko Arima, Hiroaki Ogata, Eriko Goto, Tsuyoshi Oshiro, Miki Izumi","doi":"10.26443/ijwpc.v11i1.413","DOIUrl":"https://doi.org/10.26443/ijwpc.v11i1.413","url":null,"abstract":"The growing prevalence of psychological morbidity, depersonalization, and low personal accomplishment among medical students underscores the need for resilience-enhancing programs tailored to their specific needs. Incorporating cultural perspectives and societal context into these interventions is crucial to ensure their effectiveness and relevance. In response, Showa University School of Medicine in Japan has pioneered a culturally-adapted, resilience-based curriculum for medical students from their first through sixth years since 2020. \u0000This presentation will outline the comprehensive framework of the resilience-focused curriculum, including course objectives, content, learning resources, timetables, and pedagogical approaches. Key components of the curriculum encompass self-assessment and reflection, stress management strategies, effective communication and conflict resolution skills, and fostering a growth mindset. Additionally, interdisciplinary collaborations with psychology and social work departments provide individual supports and resources for students. \u0000Emphasizing the distinct challenges faced by medical students, such as academic stressors, relationships with senior clinical educators, patient and family interactions, and managing errors and burnout, the presentation will highlight the classes on the curriculum, support systems and mentorship programs in promoting mental well-being and resilience. \u0000The experiences and outcomes of the 2020-2022 cohorts will be shared, offering valuable insights into the effectiveness of the resilience-building curriculum in the Japanese context. Lessons learned from the implementation process, including challenges faced and strategies employed, will provide practical examples for other medical schools seeking to develop similar programs.","PeriodicalId":348245,"journal":{"name":"The International Journal of Whole Person Care","volume":"47 37","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140487480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-29DOI: 10.26443/ijwpc.v11i1.401
Mark Yaffe
Background Whole person care has been a foundation of the modern practice of family medicine, and therefore one might expect that such an approach by family practitioners would evolve and mature over time. Some of these clinicians, however, currently question their ability to provide such holistic care because of external factors they perceive as negative, and over which they have little or no control. Objectives This presentation will explore perceived inhibiting factors affecting family doctors ability to provide whole person care within the publicly-funded health care system of the Canadian province of Quebec. Method The presenter, an academic and clinician scientist with forty-four years of experience practicing family medicine, will present personal perspectives, along with those gathered informally from a broad cadre of colleagues working in different settings. Using the idiom of “elephant in the room” to identify problems or obstacles that may not be voiced, this talk will start with consideration of elephant anatomy as being comprised of thirteen distinct anatomical parts that contribute to a functional whole. An analogy will be developed in which thirteen distinct factors are presented as likely impeding or discouraging whole person care by family physicians. Conclusion Some agendas and policies of health care planners and administrators, either alone or collectively, and intentionally or unintentionally, may decrease opportunity or ability of family physicians to provide whole person care.
{"title":"Anatomy of the elephant in Quebec family practice","authors":"Mark Yaffe","doi":"10.26443/ijwpc.v11i1.401","DOIUrl":"https://doi.org/10.26443/ijwpc.v11i1.401","url":null,"abstract":"Background \u0000Whole person care has been a foundation of the modern practice of family medicine, and therefore one might expect that such an approach by family practitioners would evolve and mature over time. Some of these clinicians, however, currently question their ability to provide such holistic care because of external factors they perceive as negative, and over which they have little or no control. \u0000Objectives \u0000This presentation will explore perceived inhibiting factors affecting family doctors ability to provide whole person care within the publicly-funded health care system of the Canadian province of Quebec. \u0000Method \u0000The presenter, an academic and clinician scientist with forty-four years of experience practicing family medicine, will present personal perspectives, along with those gathered informally from a broad cadre of colleagues working in different settings. Using the idiom of “elephant in the room” to identify problems or obstacles that may not be voiced, this talk will start with consideration of elephant anatomy as being comprised of thirteen distinct anatomical parts that contribute to a functional whole. An analogy will be developed in which thirteen distinct factors are presented as likely impeding or discouraging whole person care by family physicians. \u0000Conclusion \u0000Some agendas and policies of health care planners and administrators, either alone or collectively, and intentionally or unintentionally, may decrease opportunity or ability of family physicians to provide whole person care.","PeriodicalId":348245,"journal":{"name":"The International Journal of Whole Person Care","volume":"43 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140487543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-29DOI: 10.26443/ijwpc.v11i1.421
Kathleen Lefevre
This is a poem about dealing with the traumatic aftermath of covid19. The poem is written on 4 sheets that collectively form the poster. The motifs are pressed flowers and flora with some graphing paper and blurry photographs of flowers. The colour scheme is beige and cream with bright earthy tones for the flowers. The poem is as follows: Our minds unravelAs we peer through PPESee the quiet veilOf another historyThat couldn’t be.What do you want from me? Pulling my cerebellumLike a cordOf chordatesOf apes.A sweater’s woven mysteryOf a loverVery unkind to me. You speak to meFrom useless misery.You see meAs an infinite legacy.For other generationsTo take that liningAnd weaveIts silver specksWithin our identity.
{"title":"Minds unravelling","authors":"Kathleen Lefevre","doi":"10.26443/ijwpc.v11i1.421","DOIUrl":"https://doi.org/10.26443/ijwpc.v11i1.421","url":null,"abstract":"This is a poem about dealing with the traumatic aftermath of covid19. The poem is written on 4 sheets that collectively form the poster. The motifs are pressed flowers and flora with some graphing paper and blurry photographs of flowers. The colour scheme is beige and cream with bright earthy tones for the flowers. The poem is as follows: \u0000Our minds unravelAs we peer through PPESee the quiet veilOf another historyThat couldn’t be.What do you want from me? \u0000Pulling my cerebellumLike a cordOf chordatesOf apes.A sweater’s woven mysteryOf a loverVery unkind to me. \u0000You speak to meFrom useless misery.You see meAs an infinite legacy.For other generationsTo take that liningAnd weaveIts silver specksWithin our identity.","PeriodicalId":348245,"journal":{"name":"The International Journal of Whole Person Care","volume":"43 48","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140487377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-29DOI: 10.26443/ijwpc.v11i1.404
Peter Dorward
{"title":"Death and the Shovel Lady","authors":"Peter Dorward","doi":"10.26443/ijwpc.v11i1.404","DOIUrl":"https://doi.org/10.26443/ijwpc.v11i1.404","url":null,"abstract":"","PeriodicalId":348245,"journal":{"name":"The International Journal of Whole Person Care","volume":"45 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140489212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：