ABSTRACT
Jane Austen died 200 years ago at the age of 41 and authors have attributed her premature death to a wide variety of causes, which include Addison's disease and lymphoma.We have reviewed all of her available letters and extricated relevant medical information which reveal rheumatism, facial skin lesions, fever and marked fluctuation of these symptoms. The severity of these symptoms increased, leading to her death within a year.This range of clinical features fulfils the most recent classification criteria for systemic lupus erythematosus.
Subject(s)
Exanthema/diagnosis , Facial Dermatoses/pathology , Lupus Erythematosus, Systemic/diagnosis , Narrative Medicine/history , Adult , Cause of Death , Color , Diagnosis, Differential , Disease Progression , Fatigue/diagnosis , Female , Fever/diagnosis , History, 18th Century , History, 19th Century , Humans , Remission, Spontaneous , Rheumatic Diseases/diagnosisABSTRACT
A historical follow-up on the medical diaries about the patient is made, from the Hippocratic texts to the appearance of the current canon of the clinical history formulated by Boerhaave in the seventeenth century, through the medieval consilia and the curationes and observationes of the Renaissance; and it is discussed how much the patient's story is present in those writings. It is postulated that the medical narrative that starts from adequately listening to the patient and his story, and adopts a literary workshop format, it is a pedagogical tool that contributes to comprehensive medical training, and offers the patient the opportunity to be treated in an empathic and humanized environment.
Se hace un seguimiento histórico a los escritos médicos sobre el paciente, desde los textos hipocráticos hasta la aparición del canon actual de historia clínica formulado por Boerhaave en el siglo XVII, pasando por los consilia medievales y las curationes y observationes del renacimiento; y se discute qué tanto el relato del paciente está presente en esos escritos. Se postula que la narrativa médica que parte de escuchar adecuadamente al paciente y su historia, y se trabaja en formato de taller literario, es una herramienta pedagógica que contribuye a la formación médica integral y ofrece la posibilidad de que el paciente pueda ser tratado en un medio empático y humanizado.
Subject(s)
Medical History Taking , Medical Records , Medical Writing/history , History, 16th Century , History, 17th Century , History, 18th Century , History, 19th Century , History, 20th Century , History, 21st Century , History, Ancient , History, Medieval , Humans , Medical History Taking/methods , Medical History Taking/standards , Narrative Medicine/history , Narrative Medicine/methods , Symptom Assessment/history , Symptom Assessment/methodsABSTRACT
Abstract A historical follow-up on the medical diaries about the patient is made, from the Hippocratic texts to the appearance of the current canon of the clinical history formulated by Boerhaave in the seventeenth century, through the medieval consilia and the curationes and observationes of the Renaissance; and it is discussed how much the patient's story is present in those writings. It is postulated that the medical narrative that starts from adequately listening to the patient and his story, and adopts a literary workshop format, it is a pedagogical tool that contributes to comprehensive medical training, and offers the patient the opportunity to be treated in an empathic and humanized environment.
Resumen Se hace un seguimiento histórico a los escritos médicos sobre el paciente, desde los textos hipocráticos hasta la aparición del canon actual de historia clínica formulado por Boerhaave en el siglo XVII, pasando por los consilia medievales y las curationes y observationes del renacimiento; y se discute qué tanto el relato del paciente está presente en esos escritos. Se postula que la narrativa médica que parte de escuchar adecuadamente al paciente y su historia, y se trabaja en formato de taller literario, es una herramienta pedagógica que contribuye a la formación médica integral y ofrece la posibilidad de que el paciente pueda ser tratado en un medio empático y humanizado.
Subject(s)
History, 16th Century , History, 17th Century , History, 18th Century , History, 19th Century , History, 20th Century , History, 21st Century , History, Ancient , History, Medieval , Humans , Medical Records , Medical Writing/history , Medical History Taking , Symptom Assessment/history , Symptom Assessment/methods , Narrative Medicine/history , Narrative Medicine/methods , Medical History Taking/standards , Medical History Taking/methodsABSTRACT
OBJETIVO: describir el desarrollo del proyecto Madrasa y sus resultados tras dos años de implementación. METODOLOGÍA: proyecto de innovación docente llevado a cabo con metodología de Investigación-Acción Participativa y la participación de alumnos de los grados de Enfermería, Medicina y Antropología Social y Cultural de la Universidad de Granada. Resultados principales: se realizaron 10 círculos narrativos, 2 elucidarios y 2 visitas dialogadas, contando con 19 expertos invitados. Se registraron 1203 participantes (785 alumnos) en las actividades presenciales y los círculos narrativos experimentaron 8.400 visitas desde las plataformas digitales, con una satisfacción media del 84 %. Conclusión principal: el proyecto Madrasa ha logrado instaurar una pedagogía innovadora, apoyada en la transformación digital, con enfoque multidisciplinar, que contribuye a incorporar a la enseñanza reglada de los futuros profesionales de la salud y la antropología, de una forma transversal, competencias para el desarrollo del pensamiento crítico en el análisis de la diversidad de narrativas que se producen en torno a la salud y la enfermedad en el mundo contemporáneo
OBJECTIVE: to describe the development of the Madrasa project and its results after two years of implementation. METHODOLOGY: teaching innovation project carried out with Participatory Action Research methodology and the participation of students from the Nursing, Medicine and Social and Cultural Anthropology degrees at the University of Granada. MAIN RESULTS: 10 narrative circles, 2 elucidations and 2 dialogued visits were carried out, with 19 invited experts. 1203 participants (785 students) were registered in the face-to-face activities and the narrative circles experienced 8,400 visits from digital platforms, with an average satisfaction of 84%. Main conclusion: the Madrasa project has managed to establish an innovative pedagogy, supported by digital transformation, with a multidisciplinary approach, which contributes to incorporating into the regulated education of future health and anthropology professionals, in a transversal way, competences for the development of critical thinking in the analysis of the diversity of narratives that occur around health and disease in the contemporary world
