Family Practice Advance Access originally published online on June 27, 2008
Family Practice 2008 25(4):294-303; doi:10.1093/fampra/cmn034
| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Poetry in general practice education: perceptions of learners
a GP School of the Severn Deanery, Gloucestershire Vocational Training Scheme
b Saintbridge Surgery, Gloucester, UK
c Gloucestershire Research and Development Support Unit, Gloucestershire Hospitals NHS Foundation Trust, Gloucester, UK
Correspondence to William Foster, Saintbridge Surgery, Askwith Road, Gloucester, Gloucestershire GL4 4SH, UK; Email: William.Foster{at}gp-L84013.nhs.uk
Received 10 September 2007; Revised 27 April 2008; Accepted 22 May 2008.
 |
Abstract |
|---|
Background. There has been little research into poetry-based medical education. Few studies consider learners’ perceptions in depth.
Objective. To explore general practice registrars’ (GPRs) perceptions of two poetry-based sessions.
Methods. GPRs in one general practice vocational training scheme experienced two poetry sessions. In one, the facilitator selected poems; in the other, poems were chosen by registrars. Poems were read and discussed, with emphasis on personal response. Data were obtained through in-depth semi-structured interviews with six registrars. Interviews were audiotaped, transcribed and analysed using interpretative phenomenological analysis. Identification of individual ideas and shared themes enabled exploration of the registrars’ experiences.
Results. Registrars described how poetry helped them explore emotional territory. They recognized a broadening of education, describing how poems helped them consider different points of view, increasing their understanding of others. Vicarious experience, development of empathy and self-discovery were also reported. Participants speculated on how this might impact on patient care and professional practice. Facilitator-selected poems provided variety and ambiguity, provoking discussions with clinical relevance. Learner-selected poems enabled involvement, self-revelation and understanding of peers and developed emotional expression.
Conclusions. These registrars reported difficulties expressing feelings in the culture of science-based medical training. Poetry sessions may provide an environment for emotional exploration, which could broaden understanding of self and others. Poetry-based education may develop emotional competence. The participants recognized development of key skills including close reading, attentive listening and interpretation of meaning. These skills may help doctors to understand individual patient's unique experience of illness, encouraging personalized care that respects patients’ perspectives.
Keywords. General practice, humanities, medical education, poetry, teaching.
Foster W and Freeman E. Poetry in general practice education: perceptions of learners. Family Practice 2008; 25: 294–303.