How does narrative medicine impact medical trainees’ learning of professionalism? A qualitative study

BMC Medical Education

Kuo-Chen Liao¹  Chang-Chyi Jenq²  Chien-Da Huang³  Shu-Chung Lii⁴  Tsai-Yu Wang⁵  Chi-Hsien Huang⁵ 

[1] Chang Gung Medical Education Research Centre, Chang Gung Memorial Hospital, Chang Gung University College of Medicine, 199 Tun Hua N. Rd., Taipei, Taiwan;Department of Medical Education, Chang Gung Memorial Hospital, Chang Gung University College of Medicine, Taipei, Taiwan;Department of General Medicine, Chang Gung Memorial Hospital, Chang Gung University College of Medicine, Taipei, Taiwan;Chang Gung Medical Education Research Centre, Chang Gung Memorial Hospital, Chang Gung University College of Medicine, 199 Tun Hua N. Rd., Taipei, Taiwan;Department of Medical Education, Chang Gung Memorial Hospital, Chang Gung University College of Medicine, Taipei, Taiwan;Department of Nephrology, Chang Gung Memorial Hospital, Chang Gung University College of Medicine, Taipei, Taiwan;Chang Gung Medical Education Research Centre, Chang Gung Memorial Hospital, Chang Gung University College of Medicine, 199 Tun Hua N. Rd., Taipei, Taiwan;Department of Medical Education, Chang Gung Memorial Hospital, Chang Gung University College of Medicine, Taipei, Taiwan;Department of Thoracic Medicine, Chang Gung Memorial Hospital, Chang Gung University College of Medicine, Taipei, Taiwan;Department of Medical Humanities and Social Sciences, Chang Gung University College of Medicine, Taipei, Taiwan;Department of Thoracic Medicine, Chang Gung Memorial Hospital, Chang Gung University College of Medicine, Taipei, Taiwan;

关键词: Narrative medicine;    Professionalism;    Medical trainees;    Qualitative study;    Thematic analysis;   

DOI  :  10.1186/s12909-021-02823-4

来源: Springer

【 摘 要 】

BackgroundNarrative medicine (NM) is an approach involving narrative skills and is regarded as a model for medical humanism and effective medical practice. This study aims to explore how NM impacts medical trainees’ learning of professionalism during a clerkship in a Taiwanese clinical setting.MethodsA qualitative interview study adopting a purposive sampling method was undertaken. Thirty medical trainees participated in this study, including five fifth-year medical students (MSs), ten sixth-year MSs, nine seventh-year MSs, and six postgraduate year (PGY) trainees. Thematic framework analysis was applied, and a modified realist evaluation approach was further used to analyse the interview data.ResultsWe identified self-exploration, reflection, and awareness of professional identity as mechanisms explaining how NM impacted professionalism learning in our participants. Furthermore, empathy, communication, doctor-patient relationship and understanding patients were identified as the outcomes of the NM intervention for trainees’ learning of professionalism.ConclusionsNM facilitates medical trainees’ self-exploration, reflection, and awareness of professional identity, thereby affecting their learning of professionalism in clinical settings. Adopting NM as an educational intervention in undergraduate medical education could play an important role in professionalism learning, as trainees can thereby be supported to gradually develop self-exploration and reflection capabilities and heightened awareness of professional identity reflectively through a narrative process.

【 授权许可】

CC BY