Storytelling in Medical Education: Narrative Medicine as a Resource for Interdisciplinary Collaboration

doi:10.3390/ijerph17041135

中山醫學大學機構典藏 CSMUIR > 中山醫學大學研究成果 > 期刊論文 > Item 310902500/24298

Please use this identifier to cite or link to this item: https://ir.csmu.edu.tw:8080/ir/handle/310902500/24298

Title:	Storytelling in Medical Education: Narrative Medicine as a Resource for Interdisciplinary Collaboration
Authors:	Liao, HC;Wang, YH
Keywords:	narrative medicine;interdisciplinary collaboration;empathy;reflective thinking;patient-healthcare provider communication
Date:	2020
Issue Date:	2022-08-09T08:00:01Z (UTC)
Publisher:	MDPI
Abstract:	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.
URI:	http://dx.doi.org/10.3390/ijerph17041135 https://www.webofscience.com/wos/woscc/full-record/WOS:000522388500011 https://ir.csmu.edu.tw:8080/handle/310902500/24298
Relation:	INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH ,2020 ,v17 ,issue 4
Appears in Collections:	[中山醫學大學研究成果] 期刊論文

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