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Jack Coulehan

Publications and source records attributed to Jack Coulehan.

At least 19 recordsLinked to original sources
PubMed2006

The Finch factor.

Explore the source record for details and available documents.

Angina, Unstable↗
PubMed2006

A window of opportunity: ethics and professionalism in the obstetrics and gynecology clerkship.

Educational experiences of short duration may have substantial educational impact if they occur when the learner is at an appropriate maturational level. Medical educators agree that students rapidly internalize professional values and attitudes during clinical clerkships, thus making clerkships the ideal time to teach ethics and professionalism in medicine. At Stony Brook School of Medicine, we utilize these concepts by incorporating a structured ethics and professionalism exercise into the 3rd-year obstetrics-gynecology clerkship. Students utilize a team approach in a Medicine in Contemporary Society exercise that requires them to work up and present a patient case from an ethical, social, cultural, legal, and/or economic perspective in an interactive setting. In this report, we describe our 12 years of experience with this program including nearly 1,300 medical students.

Clinical Clerkship↗
PubMed2005

Healing the healer: poetry in palliative care.

BACKGROUND: Poetry plays an age-old role in the art of healing. Although medicine today seems distant from the world of poetic expression, there are surprising commonalities between the two. OBJECTIVES: In this essay we reflect on three aspects of healing that are fostered by poetry. OBSERVATIONS: Practicing medicine with too many facts and not enough poetry leads to dissatisfaction, disappointment, and impaired healing, especially in the care of the terminally ill. Likewise, poetry deficiency cuts off an important avenue for physician self-awareness and reflectivity. Alternatively, three aspects of healing are fostered by poetry: the power of the word to heal (and also harm); the skill of "negative capability" that enhances physician effectiveness; and empathic connection, or compassionate presence, a relationship that heals without words. CONCLUSION: Reading and writing poetry can help physicians, especially those who care for dying patients, become more reflective, creative, and compassionate practitioners.

Female↗
PubMed2005

Viewpoint: today's professionalism: engaging the mind but not the heart.

Professionalism is au courant in medicine today, but the movement to teach and evaluate professionalism presents a conundrum to medical educators. Its intent is laudable: to produce humanistic and virtuous physicians who will be better able to cope with and overcome the dehumanizing features of the health care system in the United States. However, its impact on medical education is likely to be small and misleading because current professionalism curricula focus on lists of rules and behaviors. While such curricula usually refer to virtues and personal qualities, these are peripheral because their impacts cannot be specifically assessed. The author argues that today's culture of medicine is hostile to altruism, compassion, integrity, fidelity, self-effacement, and other traditional qualities. Hospital culture and the narratives that support it often embody a set of professional qualities that are diametrically opposed to virtues that are explicitly taught as constituting the "good" doctor. Young physicians experience internal conflict as they try to reconcile the explicit and covert curricula, and they often develop nonreflective professionalism. Additional courses on professionalism are unlikely to alter this process. Instead, the author proposes a more comprehensive approach to changing the culture of medical education to favor an approach he calls narrative-based professionalism and to address the tension between self-interest and altruism. This approach involves four specific catalysts: professionalism role-modeling, self-awareness, narrative competence, and community service.

Curriculum↗
PubMed2003

Human contexts: Medicine in Society at Stony Brook University School of Medicine.

Humanities teaching was introduced at Stony Brook University School of Medicine by Edmund Pellegrino, the first dean of the Medical School and founder of the Health Sciences Center. Since 1990, "Medicine in Society" has been a substantial presence throughout the curriculum, introducing students to the perspectives of a wide range of humanities disciplines as they apply to health care, and continuing as a sustained presence throughout the four years of training. Medicine in Society serves as a reminder that medicine is a human and communal endeavor, situated in sociocultural contexts, reliant on human values, and articulated most often through narratives. The authors describe the structure and function of the Medicine in Society curriculum and the Institute for Medicine in Contemporary Society, summarize their evaluation of the program, and outline their plans for meeting current and future challenges.

Curriculum↗