해부학 실습교육에서 죽음교육으로서 서사의학의 적용
The Application of Narrative Medicine as Death Education in Anatomical Practice Education
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초록
국내 의료인문학교육에서는 서사의학(narrative medicine)의 교육적 필요성과 함께 미래의사로서 임상현장에서 갖추어야 할 중요한 요소로 서사적 역량을 강조하고 있다. 이미 미국과 영국에서 시작된 서사의학은 의학계에서 주목받고 있지만, 국내 의학교육에서는 서사의학의 구체적인 교육방법 및 적용에 관한 연구들이 아직은 미흡한 실정이다. 이에 이번 연구에서는 의학교육에서의 서사적 역량 개발과 서사의학의 적용 방안을 제시하기 위한 목적의 일환으로 해부학 실습교육에서 죽음교육(death education)을 위한 서사의학의 적용을 몇 가지 제시하였다. 해부학 실습교육에서 죽음교육으로서 서사의학의 적용점은 다음과 같다. 첫째, 서사적 질문을 토대로 한 철학적 담론의 적용이다. 둘째, 기증된 시신(cadaver)의 신체 부위에 대한 주관적·직관적 관찰을 토대로 한 지시문에 따른 글쓰기의 적용이다. 셋째, 문학 및 예술작품을 활용한 이야기 치료의 적용이다. 이 연구에서 시도한 해부학 실습교육에서 죽음교육으로서 서사의학의 적용은 생의학 중심의 객관적 요소와 합리성 중심의 실증주의적 의학교육의 한계점을 보완하고 서사적 읽기 및 쓰기를 통하여 의학에 주관적이고 창의적인 요소와 같은 의료인문학적 요소를 포함함으로써 서사적 역량을 개발하는 것이다. 또한 해부학 실습교육에서 서사의학의 구체적 교육방법을 제시하여 의료인문학적 교육 요소를 포함하는 교육방법을 소개하였다. 연구의 기여점은 의학교육에서 요구하는 인간 중심의 의학에 자연과학과 인문학교육을 융합한 의학교육의 통합적인 시도를 하였다는 것이다. 본 연구에서는 의학교육의 서사의학의 적용 방안을 제시함으로 미래 의료현장에서 접하게 될 여러 인간적인 요소들을 인식할 수 있는 의료인문학교육에 부합한 교육방안을 시사하였다.
Abstract
In domestic medical humanities education, along with the need for narrative education, narrative competence is emphasized as crucial elements that future doctors should possess for their clinical practice. Narrative medicine, originating in the United States and the United Kingdom, has garnered attention in the medical community. However, there is a lack of research on the specific educational methods and the application of narrative medicine in domestic medical education. This study presents the points of application of narrative medicine for death education in anatomical practice education, with the purpose of developing narrative competences in medical education and suggesting ways to apply narrative medicine. The applications of narrative medicine as death education in anatomical practice education are as follows: First, the application of philosophical discourse based on narrative questions. Second, the application of directive writing based on subjective and intuitive observations of the cadaver’s body parts. Third, the application of story therapy through literature and artwork. In this study, the narrative medicine as death education in anatomical practice education supplements the limitations of biomedicine-centered objective elements and rationality-centered positivist medical education. Narrative reading and writing develops narrative competence by incorporating medical humanities elements, such as creativity, subjectivity, and more, into medicine. Additionally, this study introduced specific educational methods for narrative medicine in anatomical practice education, incorporating elements of medical humanities. This study’s contribution is its integrated approach to medical education, combining natural science and humanities education in response to the requirement for human-centered medicine in medical education. Through the use of narrative medicine, this study suggests another valuable educational approach aligned with medical humanities education by recognizing various human factors anticipated in future medical settings.
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