Summary:

This symposium has been organised to provide a forum for researchers, educators, and others interested in the role of arts, humanities and social sciences perspectives in health professional education. Clinical and medical educators, students, practitioners, creative writers and artists, and scholars from different humanities disciplines, are invited to participate in a day-long conversation focused on exploring a diversity of narrative and reflective practices across the continuum of learning, including inter-professional learning.

Article:

This symposium has been organised to provide a forum for researchers, educators, and others interested in the role of arts, humanities and social sciences perspectives in health professional education. Clinical and medical educators, students, practitioners, creative writers and artists, and scholars from different humanities disciplines, are invited to participate in a day-long conversation focused on exploring a diversity of narrative and reflective practices across the continuum of learning, including inter-professional learning.
The symposium will include a selection of poster presentations, networking and an address from keynote speaker Dr Lynn Monrouxe (Cardiff, UK) A selection of confirmed oral platform presentations are listed below:

- Susan Arjmand (Rush Medical College, Chicago, United States) Using Narrative to Promote Reflective Practice on Cross-Cultural Encounters in Medical Education;
- Shannon L. Arntfield, Kristen Slesar, & Jennifer Dickson (London Health Sciences Centre, London, ON, Canada), and & Rita Charon (Columbia University, New York, United States) Training Fourth-Year Medical Students toward Residency Competencies: Methods from Narrative Medicine;
- Allison Crawford, Sabrina Nurmohamed, & David Matthews (University of Toronto, Toronto, Canada) What is Going on in This Picture?Reflection on Visual Narrativity and the Hidden Visual Curriculum in Medical Education;
- Paul Grand’Maison (Université de Sherbrooke) Holding Hand, A Significant Physician’s Role: Testimony of a Physician/Spouse;
- Pippa Hall (Bruyere Continuing Care, University of Ottawa); Susan Brajtman (University of Ottawa, Ottawa, Canada), & Lynda Weaver (Bruyere Continuing Care, Ottawa, Canada) Addressing Suffering: Using a Patient’s Narrative for Interactive, Interprofessional Education;
- Catherine Hickie (Bloomfield Hospital, Newcastle University, Newcastle, Australia) Fractured Narratives
- Richard Hovey, & Robert Craig (University of Calgary, Calgary, Canada) The Relational Aspects of Learning with, from, and about The Other;
- Jesse Kancir, & Allan Peterkin (University of Toronto, Toronto, Canada) [with Ayelet Kuper, Pier Bryden, & Debra Hammer] Reading Curriculum in Undergraduate Medical Education at the University of Toronto;
- Martina Kelly, Deirdre Bennett, Margaret O’Rourke, & Anthony Ryan (University College Cork, Cork, Ireland) Dr. Who? Narrative Analysis as a Means of Understanding Professional Development at the Undergraduate Level;
- Ayelet Kuper (University of Toronto, Toronto, Canada) Using Narrative Tools to Theorize the Clinical Encounter: Lessons from Literary Theory;
- M. Michiko Maruyama (University of British Columbia, Vancouver, Canada) Art, Medical School and Cancer Maria Athina (Tina) Martimianakis (University of Toronto, Toronto, Canada) The Narrative of Discourse and the Stories of Discoursing “Subjects”: Lessons for Health Professions Education from a Study of Interdisciplinarity and Knowledge-making;
- Rachel Morris, S.B. Barclay, & E. Borgstom (Cambridge University, Cambridge, UK) The Paradox of Prescribed Reflection;
- Sally Quilligan, & J. Silverman (Cambridge University, Cambridge, UK) Can Reflection be Used to Empower 4th year Student-Doctors to Communicate their Learning Needs on Ward Rounds: An Action Research Study;
- Dorothy Woodman (University of Alberta, Edmonton, Canada) Biological Citizenship, Medical Institutional Space, and Literary Analysis: A Doctor’s Narrative.

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