How medical teachers use narratives in lectures: a qualitative study

BMC Medical Education

Research Article

Graham Easton¹ 

[1] Imperial College, London, UK;Institute of Education, London, UK;

关键词: Undergraduate;    Medicine;    Lectures;    Narrative;    Learning theory;   

DOI  :  10.1186/s12909-015-0498-8

 received in 2015-06-27, accepted in 2015-12-03,  发布年份 2016

来源: Springer

【 摘 要 】

BackgroundThere are strong theoretical arguments for using narratives in teaching and learning within medicine, but little is known about how they are used in medical lectures. This study explores the types of narratives lecturers use, the attitudes of lecturers and students to the use of narratives in teaching, and the aspects of learning that narratives may facilitate.MethodsObservation of three medical lectures was followed by one-to-one interviews with the respective lecturers, and separate focus group interviews with medical students who attended each of the three lectures.ResultsLecturers used a variety of narratives on a range of themes, from clinical cases to patient experience narratives or narratives about their professional careers. Students and lecturers highlighted key aspects of narrative learning: for example providing a relevant context, as a “hook” to engage the audience, and as a memory aid.ConclusionThe findings support existing literature which suggests that narratives may be a useful tool for learning in medicine. This study suggests that narratives tap into several key learning processes including providing a relevant context for understanding, engaging learners, and promoting memory. For medical students in lectures, narratives may be particularly relevant in promoting humanistic aspects of medicine, including professional identity and empathy.

【 授权许可】

CC BY   
© Easton. 2016