Search

Pour Sganarelle semble être la réponse de Gary aux théories du Nouveau Roman et constituer un essai, voire le manifeste de son « roman total ». Un examen du statut générique du texte indique qu’il s’agit plutôt d’une provocation. Le lecteur est encouragé à considérer la voix narratrice comme celle de l’auteur empirique, alors qu’elle est celle d’un personnage fictif, et donc la nouvelle création identitaire d’un écrivain qui se place ainsi volontairement en marge du monde littéraire français., Pour Sganarelle appears to be Gary’s response to the theoretical texts of the Nouveau Roman, and thus to be an essay, or perhaps his own manifesto of his “total novel”. A study of the genre of the text suggests that this is not the case. The reader is encouraged to consider the narrative voice as belonging to the empirical author, when it is that of a fictional character, a new identity created by the writer, who thus places himself at the margins of the French literary community.

Objectives During their careers, all doctors will be involved in the care of the dying, and this is likely to increase with current demographic trends. Future doctors need to be well-prepared for this. Little is known about medical students’ expectations about providing palliative care. Our aim was to investigate how satisfying students expect palliative care to be, and any attitudes towards palliative care associated with a negative expectation. Methods Fifteen UK medical schools participated in the study, with 1898 first and final year students completing an online questionnaire which investigated how satisfying they expect providing palliative care to be and their attitudes towards palliative care. Results At both the beginning and end of their training, a significant proportion of students expect palliative care to be less satisfying than other care (19.3% first year, 16% final year). Students expecting palliative care to be less satisfying were more likely to be men, and their attitudes suggest that while they understand the importance of providing palliative care they are concerned about the potential impact of this kind of work on them personally. Conclusions Medical student education needs to address not only why palliative care is important and how to deliver it effectively, but also strategies for dealing positively with the impact of this work on future clinicians.