Narrating the existential phenomenology of education to promote professionalising self-awareness in medical students: the narration of an experience

Abstract

This contribution, deepening the educational methodology
of the clinic of the training of Riccardo Massa, in particular in its connection with the clinic and medical pedagogy, it is proposed to describe a structured path for medical students aimed at deepening the contextual latency, dimension that corresponds to the first working room of the training clinic. This is the first of the four scans of educa-tional design, which Massa calls metaphorically ‘the four rooms’, which allows, focusing on the narrative of the formative event, not on-ly to grasp the link between care and existential significance but also to focus on what acts below the needs and conditions of reference, specifically, for the experience described, the issue of the relationship of medical care-patient.