2024-03-29T07:33:04Z
https://ijwpc.mcgill.ca/oai
oai:ojs.iwpc.mcgill.ca:article/5
2017-09-27T18:40:35Z
IWPC:TP
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"140702 2014 eng "
2291-918X
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Narrative and Palliative Care Team Identity Formation
Hess, Denise
Providence Little Company of Mary Medical Center-Torrance, California, USA
Palliative care is whole person care that attends to the physical, psychosocial, and spiritual needs of persons with a serious or life-limiting illness. This care is provided by a team of clinicians from several disciplines including physicians, nurses, social workers, and chaplains. The palliative care team functions as a dynamic system whose ability to provide quality care is dependent upon the ability of the team members to form and maintain an ongoing collaborative alliance. This alliance requires that team members maintain dual commitments to both the care receivers and to their fellow team members. Just as persons with illness express the human propensity toward meaning making in the face of suffering, so palliative care teams thrive when they are supported in reflective processes that enhance their ability to find meaning in their work. Creation of and attention to team narratives and their role in team identity formation can enhance team members’ flourishing by placing team identity in the context of a larger story. Narratives of rescuing and fixing foster a sense of control and expertise while narratives of containing and healing nurture attention to mindful presence and human-to-human encounter.
McGill University Library & Archives
2014-08-19 16:00:30
article
application/pdf
https://ijwpc.mcgill.ca/article/view/5
The International Journal of Whole Person Care; Vol. 1 No. 2 (2014): SEE IT, DO IT, TEACH IT – OR BE IT?
eng
Copyright (c)
oai:ojs.iwpc.mcgill.ca:article/89
2017-09-27T18:40:35Z
IWPC:TP
driver
"150112 2015 eng "
2291-918X
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Transformative Learning as the Basis for Teaching Healing
Kearsley, John H.
University of New South Wales, Sydney
St. George Hospital, Kogarah
The author describes the nature of transformative education, and highlights the potential importance of its implementation in creating physician-healers and propagating whole person care. The author proposes that teaching courses in healing are integral to the professional identity formation of “doctors as healers”.
The teaching of Healing in workshop format for medical students is used as a template to suggest innovative teaching models (after Mezirow, Boyd and Myers, Daloz and Dirkx) which may be used to engender personal transformation in doctors and medical students, many of whom are trained as applied scientists in health.
McGill University Library & Archives
2015-01-29 14:17:23
article
application/pdf
https://ijwpc.mcgill.ca/article/view/89
The International Journal of Whole Person Care; Vol. 2 No. 1 (2015): Tending to Mortals
eng
Copyright (c)
oai:ojs.iwpc.mcgill.ca:article/96
2017-09-27T18:40:36Z
IWPC:TP
driver
"150605 2015 eng "
2291-918X
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On Teaching the Sum While Paying Attention to the Parts: Whole Person Care through Ethnography in Medical Education
Rahimzadeh, Vasiliki Nataly
McGill University
Lessard, David
McGill University
Nugus, Peter
McGill University
Objective—This article provides a reflection on medical teaching opportunities for whole person care based on our experiences mentoring 2nd-year medical students through an Ethnography Practicum at a Canadian university.
Background—The Ethnography Practicum is a new addition to the Family Medicine Transition to Clinical Practice (TCP) curriculum introduced in the second year of medical school at McGill University. It involves 30 hours of instruction (6 hours in lectures with an instructor, and 24 hours in small-group tutorials with the authors), and 9 hours of fieldwork observations in various community health settings across Montreal, QC. The primary aims of the Practicum converge with those of the TCP generally in two important ways: to inculcate in students the concepts of patient centered care, and to promote family medicine as both an academic discipline and career option.
Results and Discussion— Our experiences illustrate two tensions that shape students’ expectations and experiences throughout their involvement in the Practicum and, in turn, highlight the implications for teaching whole-person care. First, ethnography as a combination of different methods has itself been the locus of tensions between positivist and critical traditions in the three last decades. Second, the Practicum is situated precisely at the crossroads of key moments on the professional identity formation continuum for our students. Such a crossroads is disruptive to the status quo of medical traineeship characteristic of the first two years in medical school, and thus reorients professional identity formation. The above tensions reveal how ethnography is not only a revered research tradition in the humanities, but can also be a conduit to whole person care-inspired clinical practice.
Conclusion—As instructors and mentors involved in this Ethnography Practicum, we are continually forging a new relevance for organizational ethnography in medical training, where medical students can reflect and act on competencies beyond clinical ones. The Practicum provides a space for students to wrestle with alternative epistemologies to understanding the social world in which medicine is embedded. We lastly provide pragmatic ways to better address these tensions in an effort to support students as they proceed through the (multifaceted) development of their professional identities as future physicians.
McGill University Library & Archives
2015-06-09 16:20:01
article
application/pdf
https://ijwpc.mcgill.ca/article/view/96
The International Journal of Whole Person Care; Vol. 2 No. 2 (2015): WHOLE PERSON CARE AND FAMILY MEDICINE
eng
Copyright (c)
oai:ojs.iwpc.mcgill.ca:article/106
2017-09-27T18:40:36Z
IWPC:TP
driver
"151210 2015 eng "
2291-918X
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Mindful medical practice and the therapeutic alliance
Dobkin, Patricia Lynn
McGill University http://mcgill.ca/wholepersoncare
Lucena, Ricardo J. M.
Psychiatrist and Associate Professor
Department of Internal Medicine
Centre of Medical Sciences
Universidade Federal da Paraiba
João Pessoa-PB
This review article focuses on how the therapeutic relationship is central to clinician-client/patient relationships in psychiatry as well as other medical and psychotherapeutic encounters. Crucial to this relationship is the alliance formed between the caregiver and the person who seeks their care. The threats to the therapeutic alliance in psychiatry are discussed as is the importance of facing them. How mindfulness enables clinicians to build such bonds and foster well-being in themselves and in those they treat is examined in the context of quantitative and qualitative studies.
McGill University Library & Archives
2016-01-06 13:57:16
article
application/pdf
https://ijwpc.mcgill.ca/article/view/106
The International Journal of Whole Person Care; Vol. 3 No. 1 (2016): Whole Person Care: More Than Just A New Name
eng
Copyright (c)
oai:ojs.iwpc.mcgill.ca:article/110
2017-09-27T18:40:36Z
IWPC:TP
driver
"151210 2015 eng "
2291-918X
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Pilgrims together: leveraging community partnerships to enhance workplace resilience
Frolic, Andrea Nadine
Hamilton Health Sciences
Many of today’s healthcare personnel find themselves in a double-bind. The question is: How to remain connected, caring and compassionate with patients, while mitigating the impact of chronic workplace stress? Mindfulness is emerging as a means for addressing this dilemma as it has the potential to both reduce workplace stress and boost employee resilience, while enhancing the patient experience. This article describes the development of a unique collaboration between local hospitals, primary care teams and a university, aimed at bringing mindfulness to life in healthcare. This is a conventional story of program development and evaluation, as well as an unconventional story of personal discovery, community-building, and organizational transformation. Each section of the paper highlights a critical success factor that we have uncovered in our journey, and poses a series of questions for contemplation. This paper aims to fill a gap in the literature by describing the key ingredients for developing and sustaining a community-wide collaboration aimed at integrating mindfulness into the healthcare system.
McGill University Library & Archives
2016-01-06 13:57:16
article
application/pdf
https://ijwpc.mcgill.ca/article/view/110
The International Journal of Whole Person Care; Vol. 3 No. 1 (2016): Whole Person Care: More Than Just A New Name
eng
Copyright (c)
oai:ojs.iwpc.mcgill.ca:article/124
2017-09-27T18:40:37Z
IWPC:TP
driver
"170127 2017 eng "
2291-918X
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A New Description of a Healthcare Professional’s Resilience, Incorporating an Eastern Philosophical Perspectives of Self-definition. How to Bridge the Gap between Independent and Interdependent Self-definition in Medical Education
Tsuchiya, Shizuma
MA in Educational Psychology, Health Professions Education, McGill University, Montreal, Quebec, Canada & Senior Lecturer, Department of Internal Medicine (Oncology/Palliative Care) at Showa University Northern Yokohama Hospital, Kanagawa, Japan
Takamiya, Yusuke
Department of Medical Education, Showa University, School of Medicine Tokyo
Snell, Linda
Professor of Medicine and Core Faculty Member, Centre for Medical Education, McGill University, Faculty of Medicine, Montreal, Quebec
Teaching about resilience is one of the biggest challenges in medical education. One of the problems is that medical educators might still ascribe to the individualistic self-definition mainly promoted in the North American society. This definition includes characteristics such as “enduring ongoing hardship,” “thriving on challenges,” “being healthy,” and “being stronger,” which may raise hidden expectations that a healthcare professional’s personality should be strong enough to bounce back to his or her original condition even in a psychologically demanding situation.
Psychological theorists describe two broad modes of self-definition in two different cultures: independent self-definition in North American individualism and interdependent self-definition in East Asian collectivism. Despite this seemingly stereotypical discussion on the characteristics of self-definition, a discussion of the two types of self-definition can still encourage medical educators to propose a broader model of resilience in medical education. More specifically, a person using an independent self-definition may become be a complete, whole, autonomous entity, without others, and thus tends to achieve more and become more productive in a competitive society. In contrast, a person using an interdependent self-definition is more likely to be open to another aspect of the context and thus might be able to find and value the self in different ways even in the same context. However, these two self-definitions may not be dichotomous or mutually exclusive but occur in varying ratios in any one individual, particularly as trends of increased globalization, immigration, and technology call for changes in an individual’s value systems in countries.
From this standpoint, this review proposes a new definition of resilience in medical education, which is ‘a person’s capacity to be aware of the aspects of the self differently identified in each context, and to consciously value oneself and others in the context’.
This is the first article that incorporates the concept of the two self-definitions into resilience education in healthcare. The proposed definition may provide a broader model of resilience in a healthcare professional for educators as well as trainees in medical education.
McGill University Library & Archives
2017-01-27 10:29:50
article
application/pdf
https://ijwpc.mcgill.ca/article/view/124
The International Journal of Whole Person Care; Vol. 4 No. 1 (2017): Psychiatry in the 21st century – Orientations and Options
eng
Copyright (c) 2017 International Journal of Whole Person Care
oai:ojs.iwpc.mcgill.ca:article/126
2017-09-27T18:40:37Z
IWPC:TP
driver
"170621 2017 eng "
2291-918X
dc
Video Conferencing for Mindfulness Programs: Benefits, Experiences, and Recommendations
Meissner, Ted
UMass Medical School http://www.umassmed.edu/cfm/about-us/people/meet-our-staff/meissner-ted/
Online learning has grown tremendously with the advent of increasingly sophisticated digital technologies. Used well, the online experience is a positive one rivalling and perhaps exceeding the efficacy of in-person programming. The use of video conferencing uniquely promotes several factors foundational to mindfulness programs, including participant engagement and the nuanced challenge of the creation of a safe space for open sharing and inquiry.
McGill University Library & Archives
2017-06-21 11:02:45
article
application/pdf
https://ijwpc.mcgill.ca/article/view/126
The International Journal of Whole Person Care; Vol. 4 No. 2 (2017): The Impact of Technology on Whole Person Care
eng
Copyright (c) 2017 International Journal of Whole Person Care
oai:ojs.iwpc.mcgill.ca:article/179
2018-06-18T18:45:08Z
IWPC:TP
driver
"180618 2018 eng "
2291-918X
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Mindful Leadership in Interprofessional Teams
De'Bell, Keith
St. Francis Xavier University http://orcid.org/0000-0001-6363-2265
Clark, Roberta
University of New Brunswick
In interprofessional health teams the need for coordinating leadership and the (dynamical) need for appropriate clinical expertise to come to the fore involves a tension between the traditional role of the team leader as authority figure and the collaborative leadership which enables individual team members to emerge as leaders in their area of expertise and to relinquish this leadership as needed. Complexity analysis points to an understanding of leadership as an emergent property of the team. We discuss how a framework of mindful leadership addresses the implications of this emergent leadership model, and how Appreciative Inquiry provides a structured process for examination of team vision, values and behaviour standards.
McGill University Library & Archives
2018-06-18 14:40:06
article
application/pdf
https://ijwpc.mcgill.ca/article/view/179
The International Journal of Whole Person Care; Vol. 5 No. 2 (2018): Transforming the Healthcare Mandate
eng
Copyright (c) 2018 International Journal of Whole Person Care
oai:ojs.iwpc.mcgill.ca:article/181
2018-06-18T18:45:08Z
IWPC:TP
driver
"180618 2018 eng "
2291-918X
dc
Self-Transformations of Health Professionals in the Field
Lachance, Josée
Université de Sherbrooke
Hovey, Richard B.
Dr. Hovey is an Associate Professor in the Division of Oral Health and Society with the Faculty of Dentistry, McGill University.
Desbiens, Jean-François
Professeur titulaire, Faculté des sciences de l'activité physique, Université de Sherbrooke
Health does not arise from health care. Perhaps we are facing an impasse and should we reconsider and reconceptualize the mandate of the health system. In order to improve our influence on the culture that often prevails in our institutions as well as the health of those institutions. This article examines the changes to the mandate of the health system seen in the light of self-transformations. This vision is based on a model that illustrates the transformations experienced by physicians following a mind-body training, i.e. Awakening the Sensible Being (ASB).
The model shows the transformation process reported by physicians, after experiencing self-awareness of what they are doing, through experiencing the ASB, while developing a closer relationship with themselves. As it turned out, the training was beneficial for their health. Their expanded sense of self-awareness and quality of “savoir-être” brought on by the training contributes to their impression of “feeling whole” and provides them with a quality of presence that influences the type of care they can provide to their patients by considering the individual as a whole.
This point of view could bring about a shift in the mandate of the health system and improve the health of caregivers and care-receivers as well, while contributing to widen the concept of health.
McGill University Library & Archives
2018-06-18 14:40:06
article
application/pdf
https://ijwpc.mcgill.ca/article/view/181
The International Journal of Whole Person Care; Vol. 5 No. 2 (2018): Transforming the Healthcare Mandate
eng
Copyright (c) 2018 International Journal of Whole Person Care
oai:ojs.iwpc.mcgill.ca:article/188
2019-02-06T20:07:53Z
IWPC:TP
driver
"190110 2019 eng "
2291-918X
dc
The Development and Implementation of a Longitudinal Wellness Curriculum for McGill University’s Undergraduate Medical Program
Velez, Camila
McGill University
Gupta, Namta
McGill University
Gendreau, Pascale
McGill University
Medical students report high rates of psychological distress and morbidity throughout their training. Poor psychological well-being among medical students can interfere with learning and success in medical school, decrease quality of life, and negatively impact quality patient care. Education may be a promising tool to enhance medical students’ resilience, well-being, and mental health. The WELL Office in the Faculty of Medicine at McGill University has developed a novel, 4-year Longitudinal Wellness Curriculum to promote medical students’ personal and professional well-being, and foster a culture of resilience within the learning environment. We present a description of the design, development, and implementation of our Wellness Curriculum. We discuss future directions related to Wellness Curriculum research, evaluation, and application. The present Wellness Curriculum may provide an approach to wellness education for other medical programs.
McGill University Library & Archives
2019-01-10 14:08:19
article
application/pdf
https://ijwpc.mcgill.ca/article/view/188
The International Journal of Whole Person Care; Vol. 6 No. 1 (2019): The Art of Medicine
eng
Copyright (c) 2019 Camila Velez
oai:ojs.iwpc.mcgill.ca:article/336
2022-06-03T18:31:30Z
IWPC:TP
driver
"220603 2022 eng "
2291-918X
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From science to adapted patient education in retinal optical coherence tomography
Galli, Fabio
https://orcid.org/0000-0001-5535-0882
Optical Coherence Tomography (OCT) in retinal imaging has evolved rapidly over the last twenty years. Along with these changes in technology, the nomenclature and relationships between healthcare professionals and patients have changed as well. How to translate the complex language of the field such that patients can understand it better is the focus of this paper.
McGill University Library & Archives
2022-06-03 14:26:25
article
application/pdf
https://ijwpc.mcgill.ca/article/view/336
The International Journal of Whole Person Care; Vol. 9 No. 2 (2022): Learning from one another in medical encounters
eng
Copyright (c) 2022 Fabio Galli