fostering the humanistic practice of medicine publishing personal accounts of illness and healing encouraging health care advocacy

fostering the humanistic practice of medicine publishing personal accounts of illness and healing encouraging health care advocacy

Pam Adelstein

Spiraling

As a primary care physician, I like my patients’ charts to be updated, without redundant or irrelevant information. So, before initial appointments with patients I “inherited” when I joined my current practice, I take some time to “clean up their chart.”

When patients have complex medical histories and medication lists, cleanup is challenging. But worth it. This process helps me build a two-dimensional picture of the patient, their disease trajectory, relationship with specialists, and longitudinal overall health. When I meet the patient, I can then focus on listening and observing and understanding them three-dimensionally.

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Boys or girls?

Like many parents, I love to talk about my children. A conversation with someone to whom I’m newly introduced often begins with “Do you have children?” (Yes.) “How many?” (Two.) Then the natural and understandable follow-up question is usually “Boys or girls?”

Usually, I revel in the possibilities inherent in meeting someone new. However, at such moments, I pause and protest silently. Ugh! This is a question one should never ask someone you’re just meeting.

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Decades

I’ve been aboard a “choo-choo train” for decades. I traveled to college, to medical school, to family medicine residency, to become an attending physician, then a medical administrator. Each new locale exposed me to a novel culture, with new languages, rules, and personalities—forcing me to learn different ways of thinking and relating to my environment.

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Listen Carefully to the Youth

With tears in my eyes, I burst out of the classroom, seeking refuge from my teacher’s and classmates’ endless verbal battering of me. We were mired in a debate about whether the canon of religious music should be omitted from public school choral groups’ repertoires to “appease” students who felt uncomfortable with such music. The discussion was framed with a particular implication—that because of a squeaky and unreasonable minority, the majority of students were deprived of critical singing opportunities.

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