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Saeideh Daryazadeh,Nikoo Yamani,Payman Adibi 한국보건의료인국가시험원 2019 보건의료교육평가 Vol.16 No.-
Purpose: Narrative medicine is a patient-centered approach focusing on the development of narrative skills and self-awareness that incorporates “attending, representing, and affiliating” in clinical encounters. Acquiring narrative competency promotes clinical performance, and narratives can be used for teaching professionalism, empathy, multicultural education, and professional development. This study was conducted to develop a checklist to validate the framework of a narrative medicine program through consensus of a panel. Methods: This expert panel study was conducted from 2018 to 2019 at Isfahan University of Medical Sciences, Iran. It included 2 phases: developing a framework in 2 steps and forming an expert panel to validate the framework in 3 rounds. We adapted a 3-stage narrative medicine model with 9 training activities from Gagne’s theory, developed a framework, and then produced a checklist to validate the framework in a multidisciplinary expert panel that consisted of 7 experts. The RAND/UCLA appropriateness method was used to assess the experts’ agreement. The first-round opinions were received by email. Consensus was achieved in the second and third rounds through face-to-face meetings to facilitate interactions and discussion among the experts. Results: Sixteen valid indicators were approved and 100% agreement was obtained among experts (with median values in the range of 7–9 out of a maximum of 9, with no disagreement), and the framework was validated by the expert panel. Conclusion: The 16 checklist indicators can be used to evaluate narrative medicine programs as a simple and practical guide to improve teaching effectiveness and promote life-long learning
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Saeideh Daryazadeh,Payman Adibi,Nikoo Yamani,Roya Mollabashi 한국보건의료인국가시험원 2020 보건의료교육평가 Vol.17 No.-
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.
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