Impact of a narrative medicine program on reflective capacity and empathy of medical students in Iran
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Purpose: Narrative medicine consists of the expression of medical experiences and the reflection on narratives to foster empathic communication with patients. Reflecting on narratives increases self-awareness and recognition of the feelings of the narrator or the story’smain character, which in turn affects the audience. This study was conducted to examine the impact of a narrative medicine program onthe reflective capacity and empathy of medical students. Methods: A quasi-experimental study was performed during the 2018–2019 academic year at Isfahan University of Medical Sciencesin Iran involving 135 medical interns in 2 groups (control [n=66] and experimental [n=69]). Interns in the experimental group tookpart in seven 2-hour reflective practice sessions, while those in the control group underwent no educational intervention. Pre-test andpost-test assessments were conducted for both groups using 2 valid and reliable tools for the assessment of reflective capacity and empathy. Mean reflection and empathy scores were compared within groups (between pre- and post-test values) and between groups (usingthe paired-t test and the t-test; P≤0.05). Results: The mean reflection and empathy scores of the experimental group significantly increased from pre-test to post-test, but thoseof the control group did not. Moreover, the mean post-test scores were significantly different between the 2 groups (P<0.001). Conclusion: Narrative medicine is an effective teaching method that can improve reflective capacity and empathy, thereby ultimatelypromoting professionalism as a core competency in medicine. Consideration of learning conditions and interdisciplinary teaching arenecessary for implementing a narrative medicine program.
Abstract
Purpose: Narrative medicine consists of the expression of medical experiences and the reflection on narratives to foster empathic communication with patients. Reflecting on narratives increases self-awareness and recognition of the feelings of the narrator or the story’smain character, which in turn affects the audience. This study was conducted to examine the impact of a narrative medicine program onthe reflective capacity and empathy of medical students. Methods: A quasi-experimental study was performed during the 2018–2019 academic year at Isfahan University of Medical Sciencesin Iran involving 135 medical interns in 2 groups (control [n=66] and experimental [n=69]). Interns in the experimental group tookpart in seven 2-hour reflective practice sessions, while those in the control group underwent no educational intervention. Pre-test andpost-test assessments were conducted for both groups using 2 valid and reliable tools for the assessment of reflective capacity and empathy. Mean reflection and empathy scores were compared within groups (between pre- and post-test values) and between groups (usingthe paired-t test and the t-test; P≤0.05). Results: The mean reflection and empathy scores of the experimental group significantly increased from pre-test to post-test, but thoseof the control group did not. Moreover, the mean post-test scores were significantly different between the 2 groups (P<0.001). Conclusion: Narrative medicine is an effective teaching method that can improve reflective capacity and empathy, thereby ultimatelypromoting professionalism as a core competency in medicine. Consideration of learning conditions and interdisciplinary teaching arenecessary for implementing a narrative medicine program.
참고문헌 (16)
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