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Beyond catharsis: the nuanced emotion of patient storytellers in an educational role

2018; Wiley; Volume: 52; Issue: 5 Linguagem: Inglês

10.1111/medu.13510

1365-2923

Taylor Roebotham, Lisa Hawthornthwaite, Lauren Lee, Lorelei Lingard,

Counseling, Therapy, and Family Dynamics

Medical EducationVolume 52, Issue 5 p. 526-535 Patient Educators Beyond catharsis: the nuanced emotion of patient storytellers in an educational role Taylor Roebotham, Corresponding Author Taylor Roebotham troebotham2019@meds.uwo.ca orcid.org/0000-0002-4324-9354 Centre for Education Research and Innovation, Schulich School of Medicine and Dentistry, Western University, London, Ontario, CanadaCorrespondence: Taylor Roebotham, Schulich School of Medicine and Dentistry, Western University, London, Ontario, Canada N6A 5C1. E-mail: troebotham2019@meds.uwo.caSearch for more papers by this authorLisa Hawthornthwaite, Lisa Hawthornthwaite Patient Experience, London Health Sciences Centre, London, Ontario, CanadaSearch for more papers by this authorLauren Lee, Lauren Lee Patient Experience, London Health Sciences Centre, London, Ontario, CanadaSearch for more papers by this authorLorelei A Lingard, Lorelei A Lingard Centre for Education Research and Innovation, Schulich School of Medicine and Dentistry, Western University, London, Ontario, Canada Department of Medicine, Western University, London, Ontario, CanadaSearch for more papers by this author Taylor Roebotham, Corresponding Author Taylor Roebotham troebotham2019@meds.uwo.ca orcid.org/0000-0002-4324-9354 Centre for Education Research and Innovation, Schulich School of Medicine and Dentistry, Western University, London, Ontario, CanadaCorrespondence: Taylor Roebotham, Schulich School of Medicine and Dentistry, Western University, London, Ontario, Canada N6A 5C1. E-mail: troebotham2019@meds.uwo.caSearch for more papers by this authorLisa Hawthornthwaite, Lisa Hawthornthwaite Patient Experience, London Health Sciences Centre, London, Ontario, CanadaSearch for more papers by this authorLauren Lee, Lauren Lee Patient Experience, London Health Sciences Centre, London, Ontario, CanadaSearch for more papers by this authorLorelei A Lingard, Lorelei A Lingard Centre for Education Research and Innovation, Schulich School of Medicine and Dentistry, Western University, London, Ontario, Canada Department of Medicine, Western University, London, Ontario, CanadaSearch for more papers by this author First published: 12 February 2018 https://doi.org/10.1111/medu.13510Citations: 13Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Abstract Context As health care organisations seek to cultivate patient and family-centred care, patient storytelling has emerged as a valued educational resource. However, repeatedly harnessing patient perspectives to educate health care professionals may have consequences. We need robust insight into what it means to be a patient storyteller in order to ensure ethical and appropriate engagement with patients as an educational resource. Methods Constructivist grounded theory was used to explore the experience of patients involved in a storytelling curriculum as part of hospital staff continuing education. All 33 storytellers were invited by e-mail to participate in the study. Twenty-six storytellers responded to the invitation, and 25 could be scheduled to participate. Using theoretical sampling, semi-structured interviews were conducted and analysed in a process that was inductive, iterative and comparative. Results Participants described the central role of emotions in their storytelling experience, which varied from 1 to 25 tellings over a period of 1 month to 2 years. These emotions were shaped by the passage of time, repetition of storytelling and audience acknowledgement. However, emotion remained unpredictable and had lingering implications for storytellers’ vulnerability. Conclusion The multiple storytelling experiences of our participants and ongoing educational nature of their role provides unique insight into how emotions ebb and flow across tellings, how emotions can be both a surprise and a rhetorical strategy, and how emotions are influenced by audience acknowledgement. These findings contribute to an emerging conversation regarding the power and politics of selecting and using storytellers for organisational purpose. Implications include how we support patient storytellers in educational roles and how we can sustainably integrate patient storytelling into health professional education. Citing Literature Volume52, Issue5May 2018Pages 526-535 RelatedInformation