using literature to teach about death and dying martin donohoe

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Using Literature to Teach About Death and Dying Martin Donohoe

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Page 1: Using Literature to Teach About Death and Dying Martin Donohoe

Using Literature to Teach About Death and Dying

Martin Donohoe

Page 2: Using Literature to Teach About Death and Dying Martin Donohoe

Oliver St. John Gogarty

• Turn back now if you are not prepared and resigned to devote your lives to the contemplation of pain, suffering and squalor. . . . Your outlook on life will have none of the deception that is the unconscious support of the layman: to you all life will appear in transit. . . .

Page 3: Using Literature to Teach About Death and Dying Martin Donohoe

Oliver St. John Gogarty

• You will see . . . the pull of the grave that never lets up for one moment, draw down the cheeks and the corners of the mouth and bend the back until you behold beauty abashed and life itself caricatured in the spectacle of the living, looking down on the sod as if to find a grave.

Page 4: Using Literature to Teach About Death and Dying Martin Donohoe

Oliver St. John Gogarty

• . . . You can never retreat from the world, which is for you a battlefield on which you must engage in a relentless and unceasing war from which you know that you can never emerge victorious.

Page 5: Using Literature to Teach About Death and Dying Martin Donohoe

Illness and Death

• Exposure– Loved ones, friends– Patients– Self (Lewis Thomas)

• Responses

• Own mortality

Page 6: Using Literature to Teach About Death and Dying Martin Donohoe

Somerset MaughamOf Human Bondage

Doctors see “human nature taken by surprise, . . . The mask of custom torn off rudely, showing the soul all raw.”

Page 7: Using Literature to Teach About Death and Dying Martin Donohoe

Death and Health Care

• Changes in practice over last century– Home → Hospital → Home– Increased openness– Decreased stigmatization– Awareness of emotional, social, economic,

and cultural factors

• Clinical protocols to achieve a “better death”; family involvement; hospice; etc.

Page 8: Using Literature to Teach About Death and Dying Martin Donohoe

Improvements in the Care of the Dying

• Symptom management in the dying patient

• End-of-life care discussions

• More appropriate use of do-not-resuscitate orders

Page 9: Using Literature to Teach About Death and Dying Martin Donohoe

Improvements in the Care of the Dying

• Managing conflicts regarding decisions to limit treatment

• Withdrawing intensive life-sustaining treatment compassionately

• Facing requests for physician-assisted suicide

Page 10: Using Literature to Teach About Death and Dying Martin Donohoe

Nevertheless

• Studies show need and desire for further training in death and dying and end of life care among medical students and trainees

Page 11: Using Literature to Teach About Death and Dying Martin Donohoe

Need for Improvement

• Physicians’ communication with patients about advance directives is less than ideal

• Patients often leave routine advance directive discussions with serious misconceptions about life-sustaining treatments

• Significant portion of patients misunderstand their options in end-of-life care

Page 12: Using Literature to Teach About Death and Dying Martin Donohoe

Need for Improvement

• Physicians are frequently unaware of their patients’ preferences for site of terminal care and wishes regarding do-not-resuscitate status

• Family members are troubled by the amount of pain that they perceive their dying loved ones experience in their last days.

Page 13: Using Literature to Teach About Death and Dying Martin Donohoe
Page 14: Using Literature to Teach About Death and Dying Martin Donohoe

Larry Churchill

• “Death [is] a non-technical solution problem—[a] problem of the human condition. [It] call less for the mystery of quantifiable factors in formal knowledge than for depth of insight, acuity of perception, and skills in communication, namely, the sort of expertise which is traditionally association with literature.”

Page 15: Using Literature to Teach About Death and Dying Martin Donohoe

Physician Responses to Death

• Sadness/Grief

– Lewis Thomas, The Youngest Science• Intern weeps while presenting case at Morbidity

and Mortality conference

– William Carlos Williams, “Dead Baby”

Page 16: Using Literature to Teach About Death and Dying Martin Donohoe

William Carlos WilliamsDead Baby

• Describes a funereal scene in which the corpse, “a curiosity—/ lays surrounded by fresh flowers” in a clean-swept home.

• Apparent order only temporarily conceals the powerful emotions of the mourners

Page 17: Using Literature to Teach About Death and Dying Martin Donohoe

Physician Responses to Death

• Fear

– John Keats, “When I Have Fears”

– Willliam Carlos Williams, “Danse Pseudomacabre”

Page 18: Using Literature to Teach About Death and Dying Martin Donohoe

John Keats“When I Have Fears”

“When I have fears that I may cease to be Before my pen has gleaned my teeming brain

. . . then on the shore

Of the world I stand alone, and think

Till love and fame to nothingness do sink.”

Page 19: Using Literature to Teach About Death and Dying Martin Donohoe
Page 20: Using Literature to Teach About Death and Dying Martin Donohoe

William Carlos Williams“Danse Pseudomacabre”

“Christ, Christ! How could I bear to be separated from this my boon companion, to be annihilated, to have her annihilated? How can a man live in the face of this daily uncertainty? How can a man not go mad with grief, with apprehension.”

Page 21: Using Literature to Teach About Death and Dying Martin Donohoe

Michel de Montaigne

“It is not death that alarms me, but dying.”

Page 22: Using Literature to Teach About Death and Dying Martin Donohoe

Physician Responses to Death

• Anger:

– William Carlos Williams, “Death”

Page 23: Using Literature to Teach About Death and Dying Martin Donohoe

William Carlos Williams“Death”

“He’s dead / the old bastard / . . . / a godforsaken curio / without / any breath in it / . . . / . . . Making love / an inside howl / of anguish and defeat.”

Page 24: Using Literature to Teach About Death and Dying Martin Donohoe

Physician Responses to Death

• Recognition, Acceptance:

– Anton Chekhov, “Ward Number Six”

– W. Somerset Maugham, “Sanatorium”

Page 25: Using Literature to Teach About Death and Dying Martin Donohoe

Anton Chekhov“Ward Number Six”

• Dr. Andrew Yefimych accepts suffering and death as inextricable, even ennobling, aspects of the human condition:

“To despise suffering [and death] would mean to despise one’s own life.”

Page 26: Using Literature to Teach About Death and Dying Martin Donohoe

W. Somerset Maugham “Sanatorium”

• The tuberculous Mr. Chester grows to accept the nurturing companionship of his wife, whom he had alienated out of resentment for the fact that she would live while he must die. At the tale’s conclusion, he says:“I don’t mind dying any more. I don’t think death’s very important, not so important as love.”

Page 27: Using Literature to Teach About Death and Dying Martin Donohoe

Physician Responses to Death

• Humor:

– Samuel Shem, House of God

Page 28: Using Literature to Teach About Death and Dying Martin Donohoe

Samuel ShemHouse of God

• Exhausted interns use sick humor as a defense mechanism against the tragic and unexplainable deaths they encounter.

• Serves a protective function, allowing them to laugh at “what—when seen in normal, rather than grotesque terms—might make [them] quake or cry.”

Page 29: Using Literature to Teach About Death and Dying Martin Donohoe

Woody Allen

“I'm not afraid to die, I just don't want to be there when it happens.”

Page 30: Using Literature to Teach About Death and Dying Martin Donohoe

Clarence Darrow

“I never wanted to see anybody die, but there are a few obituary notices I have read with pleasure. “

Page 31: Using Literature to Teach About Death and Dying Martin Donohoe

Physician Responses to Death

• Frustration, Futility:

– John Stone, “Answering the Phone”

Page 32: Using Literature to Teach About Death and Dying Martin Donohoe

John Stone“Answering the Phone”

• Worn down by the death of neighbors, patients and friends, expresses his frustration and feelings of futility, he “picks up the receiver / and say(s) not hello but / now what / now what?”

Page 33: Using Literature to Teach About Death and Dying Martin Donohoe

Physician Responses to Death

• Meditative introspection:

– Montaigne: “To learn philosophy is to learn to die”

– Rainer Maria Rilke: “Each man bears Death within himself, just as a fruit enfolds a stone.”

Page 34: Using Literature to Teach About Death and Dying Martin Donohoe

Physician Responses to Death

• Meditative introspection:

– Richard Selzer (“In Praise of Senescence”):

[One way to confront death is] “to think about it, to philosophize, and thereby to peel away the fruit to discover the stone within ourselves.”

Page 35: Using Literature to Teach About Death and Dying Martin Donohoe

Physician Responses to Death

• Denial + Insecurity:– Richard Selzer (“The Exact Location of the

Soul”):Describes a physician who, uncertain of his ability to heal, “pretend(s) . . . that there is nothing to fear, that death will not come so long as people depend on his authority. [Yet] later, after his patients have left, he closet(s) himself in his darkened office, sweating and afraid.”

Page 36: Using Literature to Teach About Death and Dying Martin Donohoe

Responses to Death

• Comfort from belief in afterlife:

– John Donne, “Death be not Proud”

Page 37: Using Literature to Teach About Death and Dying Martin Donohoe

John Donne“Death be not Proud”

“Death be not proud, though some have called thee Mighty and dreadful, for thou art not so. For, those, whom thou think'st thou dost overthrow, die not. Poor death, nor yet canst thou kill me.”

Page 38: Using Literature to Teach About Death and Dying Martin Donohoe

John Donne

“When one man dies, one chapter is not torn out of the book, but translated into a better language.”

Page 39: Using Literature to Teach About Death and Dying Martin Donohoe

Woody Allen

“I don't believe in an after life, although I am bringing a change of underwear.”

Page 40: Using Literature to Teach About Death and Dying Martin Donohoe

Physician Responses to Death

• Surprise:

– John Stone, “Death”

Page 41: Using Literature to Teach About Death and Dying Martin Donohoe

John Stone“Death”

“Death / I have seen / come on / slowly as rust / sand / or suddenly / as when / someone leaving / a room / finds the doorknob / come loose in his hand.”

Page 42: Using Literature to Teach About Death and Dying Martin Donohoe
Page 43: Using Literature to Teach About Death and Dying Martin Donohoe

Other Recommended Readings

• “The Gift”—by Allan L. Kennedy– Brief story of physician duped by angry wife

who requests continued aggressive care of her moribund husband in order to prolong his suffering

• “Medicine,” by Alice Walker– Poem on marital devotion and love as

palliative medicine.

Page 44: Using Literature to Teach About Death and Dying Martin Donohoe

Other Recommended Readings

• “Man is only a reed” (from “Pensées”), by Blaise Pascal– Cognition and awareness of death ennobles

man.

• “In the room where my father died,” by Joan I. Siegel– Death in the context of the modern intensive

care unit.

Page 45: Using Literature to Teach About Death and Dying Martin Donohoe

Other Recommended Readings

• “Confluence at life’s extremes,” by David A. Silverman– Short tale on the rewards of geriatrics.

• Essays by Roger Bone– Well-known intensivist, who wrote searchingly

and poignantly of his own death from cancer.

Page 46: Using Literature to Teach About Death and Dying Martin Donohoe

English Proverb

Death always comes too early or too late.

Page 47: Using Literature to Teach About Death and Dying Martin Donohoe

Samuel Johnson

“It matters not how a man dies, but how he lives.”

Page 48: Using Literature to Teach About Death and Dying Martin Donohoe

Mark Twain

“Let us endeavor so to live that when we come to die even the undertaker will be sorry.”

Page 49: Using Literature to Teach About Death and Dying Martin Donohoe

References

• Donohoe MT. Reflections of physician-authors on death: literary selections appropriate for teaching rounds, J Palliative Med 2002;5(6):843-8.

• Numerous open-access slide shows, articles, syllabi, and links available on phsj website

Page 50: Using Literature to Teach About Death and Dying Martin Donohoe

Public Health and Social Justice Website

http://www.publichealthandsocialjustice.org

http://www.phsj.org

Contact Info:

[email protected]