Storytelling in Medical Education

Narrative Medicine as a Resource for Interdisciplinary Collaboration

Bibliographic Data

ID15459558
AuthorsHung‐Chang Liao (0000-0002-4538-9334, Chung Shan Medical University Hospital), Hung-Chang Liao (0000-0002-2503-4405, Chung Shan Medical University), Ya-huei Wang (0000-0003-1369-3363, Chung Shan Medical University Hospital, corresponding author)
Year2020
Volume17
Issue4
Pages1135-1135
Publication date2020-02-11
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueInternational Journal of Environmental Research and Public Health (JOURNAL)
Journal identifiersISSN: 1661-7827 • E-ISSN: 1660-4601
PublisherMultidisciplinary Digital Publishing Institute (PUBLISHER • CH)
DOI10.3390/ijerph17041135
PMID32053911
OpenAlexW3005933334
LanguageEN
Citations received10
References cited24

Objective: The study intended to use narrative medicine study for interdisciplinary collaboration to let medical and healthcare students have a chance to interact with one another and listen to patients' stories to enhance students' reflective thinking, communication, empathy, and narrative medicine writing skills. Methods: A fifteen-week quasi-experimental design was used to examine the learning outcomes of the intervention. Two groups of students were randomly assigned as the experimental group (33 students) and the control group (32 students). Before and after the intervention, both groups had to fill in a Reflective Thinking Scale for Healthcare Students and Providers (RTS-HSP), Patient-Healthcare Provider Communication Scale (P-HCS), Empathy Scale in Patient Care (ES-PC), and Analytic Narrative Medicine Writing Scoring Rubric (ANMWSR). Results: The findings showed that on the reflective thinking scale, experimental group students had significantly higher reflective thinking posttest scores in "reflective skepticism," "empathetic reflection," and "critical open-mindedness," but not in "self-examination." As for patient-healthcare provider communication, they had significantly higher posttest scores in all "perception of trust and receptivity," "patient-centered information giving," "rapport building," and "facilitation of patient involvement" factors. As for empathy, they had significant higher posttest scores in "behavioral empathy" and "affective empathy," but not in "intelligent empathy." In narrative medical writing skills, they had significant higher posttest scores in the "attention → representation → affiliation," "depth of reflection," "focus and context structure," and "ideas and elaboration" sections, but not in the "language and conventions" section. Conclusion: The findings suggest that narrative medicine is worth recommending for interdisciplinary collaboration for healthcare education

Art · Empathy · Health care · Literature · Medical education · Narrative · Narrative inquiry · Narrative medicine · Political science · Resource (disambiguation · Storytelling · Computer Science · Empathy and Medical Education · Film in Education and Therapy · Innovations in Medical Education · Medicine · Psychology · Social Psychology

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