Collecting stories of illness experience: an undergraduate medical curriculum to develop connectedness and togetherness with patients

In Western culture, medicine is currently conceived as a complex discipline (Berlin et al., 2017), based both on biological and human aspects, related respectively to hard and human sciences. All of these aspects are considered crucial, when caring for a patient (Zannini, 2008). The development of Western medicine (Foucault, 1963) has progressively emphasized the biological and “hard” component of medicine, focusing physicians’ competencies on identification and management of physical disease, namely on the sick part of the patient’s body. Soft skills, related to the ability of setting up a relationship with patients, were often relegated to the personal characteristics and private background of the physician. Consequently, those competencies useful to create togetherness and connectedness with patients and other professionals. In the last decades, a renovated interest for human aspects of medicine has been registered (Cowen et al. 2016): developing “soft” skills is currently considered crucial in the medical education literature. Diverse pedagogical strategies could be chosen to develop those skills, including both emotional and cognitive elements. Enhancing the consideration of patients’ life stories and their illness experience can be a way to develop soft skills in medical students and therefore the competencies useful to develop connectedness (Charon, 2014; Arntfield et al., 2013). Moreover, training narrative abilities (West et al., 2007) will help future doctors give meaning to their experience (Bruner, 1990), without losing human aspects in clinical practice (West, 2001). The contribution will present a curriculum for 2nd year medical students (University of Milan, San Paolo Teaching Hospital), specifically oriented to develop soft skills during the preclinical years. During the second year, students are requested to go to the ward and gather a patient’s story of his/her illness experience. This paper will comment and discuss the students’ learning emerging from this writing experience, highlighting how it can contribute in creating connectedness with patients.