Creative Writing for Respiratory Reflection
We could do an exercise on proper journal writing and AMA formatting, a patient education pamphlet or medical documentation. Instead we are going to complete an exercise that is far more interesting. We are going to learn about creative writing and create an e-book story of a clinical experience that you have had with a pulmonary patient. This exercise is intended utilize expressive writing to build self-reflection and patient empathy. The writing activity consists of two homework assignments and two classroom sessions. |
Technology:
Students use electronic outlining and concept mapping and curation apps during the pre-writing phase of the activity.
Students are encouraged to write from example stories. They will produce written drafts with word processing software utilizing spell and gramar checking tools.
Materials:
Internet connection at school and home
Projection board
Google account for Google Docs (ea. student has a college Gmail account)
Homework:
1. Read the linked articles and summarize the main points of each article. Submit a one page double spaced summary of each article for grading. See Rubric for grading criteria.
Inspiration Articles:
http://humanism-in-medicine.org/first-drafts-why-healthcare-professionals-should-study-creative-writing/
http://residency.med.yale.edu/writershop/JGIM_craft_of_writing-1_43970_284_6322.pdf
2. Use the links to explore stories. Reflect on the content. Have you had similar feelings, experiences. Notice the colorful descriptive language used in these creative medical writings. What visuals does the monologue stir in your mind?
Audios from the Writers Workshop
http://residency.med.yale.edu/writershop/audiowritersworkshop.aspx
Storycenter Stories
3. Identify a patient experience/encounter that has left a significant impression in your memory.
Students use electronic outlining and concept mapping and curation apps during the pre-writing phase of the activity.
Students are encouraged to write from example stories. They will produce written drafts with word processing software utilizing spell and gramar checking tools.
Materials:
Internet connection at school and home
Projection board
Google account for Google Docs (ea. student has a college Gmail account)
Homework:
1. Read the linked articles and summarize the main points of each article. Submit a one page double spaced summary of each article for grading. See Rubric for grading criteria.
Inspiration Articles:
http://humanism-in-medicine.org/first-drafts-why-healthcare-professionals-should-study-creative-writing/
http://residency.med.yale.edu/writershop/JGIM_craft_of_writing-1_43970_284_6322.pdf
2. Use the links to explore stories. Reflect on the content. Have you had similar feelings, experiences. Notice the colorful descriptive language used in these creative medical writings. What visuals does the monologue stir in your mind?
Audios from the Writers Workshop
http://residency.med.yale.edu/writershop/audiowritersworkshop.aspx
Storycenter Stories
3. Identify a patient experience/encounter that has left a significant impression in your memory.
In-Class Activities:
(2) 2.5 hour class periods – complete the online tutorial for creative writing http://www.free-training-tutorial.com/writing/creative.html
Class period 1:
Complete the following sections of the tutorial
The purpose of creative writing
How to create a character sections
Class period 2:
Complete the following sections of the tutorial
How to create a setting
The theme of a story
Point of view writing sections
(2) 2.5 hour class periods – complete the online tutorial for creative writing http://www.free-training-tutorial.com/writing/creative.html
Class period 1:
Complete the following sections of the tutorial
The purpose of creative writing
How to create a character sections
Class period 2:
Complete the following sections of the tutorial
How to create a setting
The theme of a story
Point of view writing sections
Homework:
1. Write your story
Use Glogster to mindmap your thoughts about the experience and research information. Research their demographics, find out more about their culture, sex, race, occupation, religion. Here are some links to help you get started.
https://phpartners.org/health_stats.html
http://www.euromedinfo.eu/how-culture-influences-health-beliefs.html/
Reflect on how those factors may have affected the interaction you had with them. Look deeper into your experience. Focus on the small details in your story. What stood out the most either from your perspective or that of the patient.
Use the CLEAR model for evaluating researched information
Use this Storyjumper starter tool to set up your story outline
Use Google Documents to create the first draft and revisions of your story, use the spell and grammar check features to proof your story – allow commenting permissions for the instructor
2. Create your e-book using Storyjumper
Review the storybook example above then click the link located at the beginning of the book to start creating your own story. See Rubric for grading criteria.
*All photos in the example are either from the Storyjumper images libraries, my own images or are CC0 - public domain. Make sure you observe copyright law and properly attribute your images if necessary. The Resources page has a section about copyright.
1. Write your story
Use Glogster to mindmap your thoughts about the experience and research information. Research their demographics, find out more about their culture, sex, race, occupation, religion. Here are some links to help you get started.
https://phpartners.org/health_stats.html
http://www.euromedinfo.eu/how-culture-influences-health-beliefs.html/
Reflect on how those factors may have affected the interaction you had with them. Look deeper into your experience. Focus on the small details in your story. What stood out the most either from your perspective or that of the patient.
Use the CLEAR model for evaluating researched information
Use this Storyjumper starter tool to set up your story outline
Use Google Documents to create the first draft and revisions of your story, use the spell and grammar check features to proof your story – allow commenting permissions for the instructor
2. Create your e-book using Storyjumper
Review the storybook example above then click the link located at the beginning of the book to start creating your own story. See Rubric for grading criteria.
*All photos in the example are either from the Storyjumper images libraries, my own images or are CC0 - public domain. Make sure you observe copyright law and properly attribute your images if necessary. The Resources page has a section about copyright.
The 2012 AECT Standards related to this artifact are:
Standard 1- Content Knowledge
Candidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes.
Indicators:
Using - Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy.
Assessing/Evaluating- Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials.
Standard 2 - Content Pedagogy
Candidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy.
Indicators:
Creating - Candidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes.
Using - Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy.
Standard 5 - Research
Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and improve performance.
Indicators:
Theoretical Foundations - Candidates demonstrate foundational knowledge of the contribution of research to the past and current theory of educational communications and technology. (AECT, 2012)
Standard 1- Content Knowledge
Candidates demonstrate the knowledge necessary to create, use, assess, and manage theoretical and practical applications of educational technologies and processes.
Indicators:
Using - Candidates demonstrate the ability to select and use technological resources and processes to support student learning and to enhance their pedagogy.
Assessing/Evaluating- Candidates demonstrate the ability to assess and evaluate the effective integration of appropriate technologies and instructional materials.
Standard 2 - Content Pedagogy
Candidates develop as reflective practitioners able to demonstrate effective implementation of educational technologies and processes based on contemporary content and pedagogy.
Indicators:
Creating - Candidates apply content pedagogy to create appropriate applications of processes and technologies to improve learning and performance outcomes.
Using - Candidates implement appropriate educational technologies and processes based on appropriate content pedagogy.
Standard 5 - Research
Candidates explore, evaluate, synthesize, and apply methods of inquiry to enhance learning and improve performance.
Indicators:
Theoretical Foundations - Candidates demonstrate foundational knowledge of the contribution of research to the past and current theory of educational communications and technology. (AECT, 2012)