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Studying and teaching ‘läkekonst’ through art and creativity
Transcript of Studying and teaching ‘läkekonst’ through art and creativity
Germany around 1480
Occupational treatment of
of TB patients 1902
Swetting cure treating
syphilis 16th - 20th century
Prostitute at the police doctor,
C Krogh 1887
1900 imagined lab
for horse serum tapping
Learning to read...
The concept of läkekonst
Barriers and facilitators developing läkekonst
The theoretical platforms for my stance
a. The research platform & studying läkekonst through art and creativity
b. The educational platform & teaching läkekonst through art and creativity
Practical examples of teaching läkekonst
through art and
noun: a doctor
verb: to heal
The art of doctoring
The art of healing
Today I do not want to be a doctor
Today I do not want to be a doctor.
No one is getting any better.
Those who were well are sick again
And those who were sick are sicker.
The dying think that they will live.
And the healthy think they are dying.
Someone has taken too many pills.
Someone has not taken enough.
A woman is losing her husband.
A husband is losing his wife.
The lame want to walk.
The blind want to drive.
The deaf are making too much noise.
The depressed are not making enough
The asthmatics are smoking.
The alcoholics are drinking.
The diabetics are eating chocolate.
The mad are beginning to make sense.
Everybody’s cholesterol is high.
Disease will not listen to me
Even when I shake my fist.
“Charity, logic, intuition, knowledge: we cultivate all of these all of our lives. As with any artists, a gift is not enough. There is also the need for the passage of time, the gradual build-up of thought and memory, the mind’s work on accumulated data”.
Lucian Israel 1980
2. Barriers and facilitators developing läkekonst
“Studiet af de døde førte til videnskabelige erkendelser, som trak medicinen bort fra det rent speculative – “lægekunsten” – og banede vejen for lægevidenskaben.
Identifying genetic defects
in one cell out of an eight cell embryo
"Du må være deg selv i møte med pasientene”
3. Theoretical platforms
William L Miller
James P Spradley
1. the researcher in qualitative research is the research tool herself
2. the definition of “the good informant” and
3. “ask for use, not for meaning”
The emotional awareness
The good informant
Ask for use, not for meaning
January 17th 2012
• Has thorough knowledge of the culture or phenomenon the study is about
• Is currently and continuously engaged in the culture or phenomenon studied
• Has sufficient time to talk with you
• Doesn’t theorize, but tells you how the phenomenon is perceived part of life for him or her
J P Spradley 1979
Studying läkekonst through the arts and creativity
"a way to enrich communication.."
"presenting different ways of knowing..."
Boydell et al 2012
XIII: Being a GP is continuously learning from patients what it takes to live a life
XII: The experience of dissonance between policy driven definitions of general practice and the way it is delivered
XII: GPs experience a dissonance between policy driven definitions of general practice and the way practice is delivered
XIII: Being a GP is continuously learning from the patients what it takes to live a life
The educational platform &
Teaching läkekonst through art and creativity
1. Acknowledging different types of knowledge
2. The importance of reflection, reflexivity and authenticity
The communication with the patient
Meeting between two worlds
“the art of general practice” is knowledge and skills from a variety of basic and clinical sciences, but only to be labelled as “the art of general practice” if it includes the GP’s own personal experience, creating ambience, delivering a message and involving an emotional response.
Shapiro et al 2006
Authenticity can be achieved through
Nurturing the individual doctor’s
Teaching “läkekonst” though arts and creativity
Only the art of general practice if the evidence based practise involves personal experiences, reflection and reflexivity, the emotional response, the aesthetics of life
Developing läkekonst means using yourself as the tool, working with own your core values, personality and character
Teacher's bag facilitating stories to be told, encouraging reflection & reflexivity
Department of Family Medicine
Dep of Family Medicine
Lehigh Valley Health Network
(1933-1982) Professor of Anthropology at Macalester College, Minnesota
Dr. Shapiro is professor of family medicine and director of the Program in Medical Humanities & Arts, University of California Irvine School of Medicine.
Just a part of my
What is my art
What is my “läkekonst”?
Klaus Larsen 2012
First: be yourself!.
This is the best way to understand.
Who wants you to understand? The patient!
The patient will come to you with his life, his family, and say doctor, help me with this problem!
Because he trusts you!
He trusts you the way a human being trusts!
He trusts you to do your best.
The good news is that human beings are worth trusting!
It is human nature to learn, to reflect, develop.
The patient will put his trust to you as a human being!
And this is what we are!
It is our mission here,
caringly to support and develop the humanity that exist within you.
We will allow you to BE a human being, NOT to be afraid to use and to learn from your own experiences,
We will let you explore your own core values, character and personality through creativity and art,
and make you into something better than a simple user of the general guidelines!
We’re going to make doctors out of you!
New lines for the dean