La medicina grafica nella formazione e nell’educazione dei professionisti della cura

Titolo Rivista EDUCATIONAL REFLECTIVE PRACTICES
Autori/Curatori Carola Girotti
Anno di pubblicazione 2016 Fascicolo 2016/2
Lingua Italiano Numero pagine 20 P. 89-108 Dimensione file 221 KB
DOI 10.3280/ERP2016-002007
Il DOI è il codice a barre della proprietà intellettuale: per saperne di più clicca qui

Qui sotto puoi vedere in anteprima la prima pagina di questo articolo.

Se questo articolo ti interessa, lo puoi acquistare (e scaricare in formato pdf) seguendo le facili indicazioni per acquistare il download credit. Acquista Download Credits per scaricare questo Articolo in formato PDF

Anteprima articolo

FrancoAngeli è membro della Publishers International Linking Association, Inc (PILA)associazione indipendente e non profit per facilitare (attraverso i servizi tecnologici implementati da CrossRef.org) l’accesso degli studiosi ai contenuti digitali nelle pubblicazioni professionali e scientifiche

This paper will explore and investigate the possible links between the graphic narrative, expressed in the form of comics, and the current approaches, methods and tools used in the medical-health care training. The guidelines within which the study moves are related to Graphic Medicine, closely intertwined with Narrative Medicine inside the broader framework of Medical Humanities. The narrative within its artistic value, represents a worthwhile training experience to enhance sensitivity, creativity, self-awareness and self-acceptance. A particular kind of graphic story is the comic, which is an effective tool/language for the training of medical care professionals in order to favour new learning, improve skills of observation, diagnosis, problem-solving and build empathy. Graphic stories can be used in medical and health training to allow both students in training and professionals operating in the field, to describe and depict their experiences, in order to explore critically the medical-health world. Graphic medicine is effective as it gives also the opportunity to provide medical students with new methods and approaches to teaching and learning, being a way to re-write the professional and personal self. The use of comics encourages the development of a thoughtful and creative thinking, which will be useful and necessary to medical students to deal with the transition from basic training to the work context. The comic, therefore, facilitates the construction of soft skills and it represents a space in which care professionals stop and think about their own existence. This contribution will also provides a view over the American and Italian reality, presenting some experiences of medical and health training based on the used of graphic stories, in order to promote and decline methodologies and paradigms of the graphics medicine in the care practice.

  1. Castiglioni M. (2008). Fenomenologia e scrittura di sé. Milano: Guerini Scientifica.
  2. Castiglioni M., a cura di (2015). Figure della cura. Gesti, immagini, parole per narrare. Milano: Guerini Scientifica.
  3. Castiglioni M. (2016). La parola che cura, Milano: Edizioni Libreria Cortina.
  4. Dallari M. (2015). Prefazione. In Castiglioni M., a cura di, Figure della cura. Gesti, immagini, parole per narrare. Milano: Guerini Scientifica..
  5. Demetrio D. (1993). Micropedagogia. La ricerca qualitativa in educazione. Firenze: La Nuova Italia.
  6. Dong L. (2012). Review of Teaching and Graphic Narratives: Essays on Theory, Strategy and Practice. Jefferson, NC:McFarland.
  7. Di Benedetto A. (2002). Prima della parola: l’ascolto psicoanalitico del non detto attraverso le forme dell’arte, Milano: Franco Angeli.
  8. Edwards S.L. (2014). Using personal narrative to deepen emotional awareness of practice. In Nursing Standard, 19;28(50):46-51.
  9. Eisner W. (2008). Graphic Storytelling and Visual Narrative. Paperback.
  10. Evans M. (2003), Roles for literature in medical education. In Advances in Psychiatric Treatment, vol. 9, 380-386.
  11. Green M.J. (2015). Comics and Medicine: Peering Into the Process of Professional Identity Formation. In Academic Medicine, vol. 90, n. 6, Penn State College of Medicine.
  12. Green M.J. (2009). Graphic storytelling and Medical Narratives. In International Journal Healthcare & Humanities, vol. 3, n. 3, Penn State College of Medicine.
  13. Green M.J. and Myers K.R. (2010). Graphic medicina: use of comics in medical education and patient care. In BMJ, 3;340:c863.
  14. Harbaugh B. (2008). How Comics Can Save Us From Scientific Ignorance. In Wired Magazine, vol.16, n.12.
  15. Hosler J. and Boomer K.B. (2011), Are Comic Books an Effective Way to Engage Nonmajors in Learning and Appreciate Science?. In CBE – Life Sciences Education, 10(3): 309–317.
  16. Leka K. (2008). I am not these feet. Helsinki: Absolute Truth Press.
  17. Mallia G. (2007). Learning from the Sequence: The Use of Comics in Instruction. Image Text: Interdisciplinary Comics Studies, vol.3, n.3.
  18. Manca G., (2000). Contributi dell’arte alla formazione della persona: alcune considerazioni pedagogiche didattiche. In Mulas, Gesuino F., a cura di, Itinera: studi in memoria di Enzo Cadoni. Sassari: EDES Editrice Democratica Sarda.
  19. Meier J.J. (2012). Science graphic novels for academic libraries. Collections and collaborations. In College & Research Libraries News, vol.73, n.11.
  20. Morales P. (2004), Narrare con le immagini, Roma: Dino Audino.
  21. Negrette A. and Lartigue C. (2004). Learning from Education to Communicate Science as a Good Story. In Endeavour, vol.28, n.3.
  22. O’Luanaigh C. (2010). Comics put patients in the picture. UK: In The Guardian.
  23. Rizzolatti G., Sinigaglia C. (2006). So quel che fai. Il cervello che agisce e i neuroni a specchio, Milano: Raffaello Cortina.
  24. Seah B. (2012). The drawn-out battle again stigma: mental health in modern american comics and graphic. In Health and illness in the media. Yale University.
  25. Shin D.S., Kim D.H., Park J.S., Jang H.G. and Chung M.S. (2013). Evaluation of anatomy comic strips for further production and applications. In Anatomy & Cell Biology, 46(3): 210–216.
  26. Squier S.M. (2008). Literature and Medicine, Future Tense: Making it Graphic. In Literature and Medicine, vol. 27, n. 2, Johns Hopkins University.
  27. Tatalovic M. (2009). Science comics as tools for science education and communication: a brief, exploratory study. In JCOM, vol.8, n.4.
  28. Williams I. (2011). Graphic medicine: how comics are revolutionizing the representation of illness. In A Journal of Medical Humanities, vol.3, n. 4

Carola Girotti, La medicina grafica nella formazione e nell’educazione dei professionisti della cura in "EDUCATIONAL REFLECTIVE PRACTICES" 2/2016, pp 89-108, DOI: 10.3280/ERP2016-002007