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Impact of a narrative medicine program on reflective capacity and empathy of medical students in Iran  
Saeideh Daryazadeh, Payman Adibi, Nikoo Yamani, Roya Mollabashi
J Educ Eval Health Prof. 2020;17:3.   Published online January 27, 2020
DOI: https://doi.org/10.3352/jeehp.2020.17.3
  • 8,964 View
  • 266 Download
  • 18 Web of Science
  • 17 Crossref
AbstractAbstract PDFSupplementary Material
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’s main character, which in turn affects the audience. This study was conducted to examine the impact of a narrative medicine program on the 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 Sciences in Iran involving 135 medical interns in 2 groups (control [n=66] and experimental [n=69]). Interns in the experimental group took part in seven 2-hour reflective practice sessions, while those in the control group underwent no educational intervention. Pre-test and post-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 (using the 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 those of 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 ultimately promoting professionalism as a core competency in medicine. Consideration of learning conditions and interdisciplinary teaching are necessary for implementing a narrative medicine program.

Citations

Citations to this article as recorded by  
  • Development and psychometric testing of the narrative nursing teaching effectiveness scale: A methodological study
    Yonglin Li, Meilian Lin, Xiujing Lin, Qiuhong Chen, Fangfang Wang, Weiti Chen, Feifei Huang
    Nurse Education Today.2024; 133: 106060.     CrossRef
  • Narrative medicine as a teaching strategy for nursing students to developing professionalism, empathy and humanistic caring ability: a randomized controlled trial
    Mengxin Xue, Huiping Sun, Jin Xue, Jingxin Zhou, Junchao Qu, Siqi Ji, Yuan Bu, Yongbing Liu
    BMC Medical Education.2023;[Epub]     CrossRef
  • Effectiveness of narrative pedagogy in developing nursing undergraduates’ humanistic care ability for hospitalized children: A mixed-method study
    Fang Liu, Yanbin Yang, Hengyu Zhou, Lin Mo, Hongyao Leng, Cui Cui
    Heliyon.2023; 9(4): e15499.     CrossRef
  • Harnessing the Humanities to Foster Staff Resilience: An Annual Arts and Humanities Rounds at a Children’s Hospital
    Wynne Morrison, Elizabeth Steinmiller, Sofia Lizza, Todd Dillard, Patrick Lipawen, Stephen Ludwig
    Journal of Medical Humanities.2023;[Epub]     CrossRef
  • Enhancing Clinical Empathy in Medical Education: A Review of Current Strategies and Future Directions
    Georgios Karnesis, Rama Sai P, Cyrus Parsa, Chaya Prasad
    Medical Journal of Southern California Clinicians.2023; : 6.     CrossRef
  • Narrative Education Combined With Experiential Teaching in the Development of Empathic Competence of Undergraduate Nursing Students: Pre-Test Post-Test Design
    Zi-Yun Zhou, Long-Yi Hu, Ming-Li Wang, Le-Shan Zhou
    SAGE Open.2023;[Epub]     CrossRef
  • Medical Humanities in Undergraduate Psychiatry Teaching: Learner Assessment and Mediators of Better Learning Outcomes
    Arvind Rajagopalan, Qian Hui Chew, Kang Sim
    Journal of Medical Education and Curricular Development.2023;[Epub]     CrossRef
  • Experiential methods in ethical education of nursing and midwifery students
    Bogumiła Kosicka, Patrycja Ozdoba, Magdalena Dziurka, Sylwia Boczkowska, Michał Machul, Agnieszka Chrzan-Rodak, Beata Dobrowolska
    Pielegniarstwo XXI wieku / Nursing in the 21st Century.2023; 22(3): 195.     CrossRef
  • Educational efficacy of medical humanities in empathy of medical students and healthcare professionals: a systematic review and meta-analysis
    Xin Zhang, Hui-fang Pang, Zhiguang Duan
    BMC Medical Education.2023;[Epub]     CrossRef
  • Empathy, personality traits, and emotional management in 2nd and 4th-year dentistry students: a single-center study
    Christian Lermen, Willi Wetzel, Vanessa Britz, Jasmina Sterz, Wolf O Bechstein, Teresa Schreckenbach
    BMC Medical Education.2022;[Epub]     CrossRef
  • Challenges of Implementing the First Narrative Medicine Course for Teaching Professionalism in Iran: A Qualitative Content Analysis
    Saeideh Daryazadeh, Payman Adibi, Nikoo Yamani
    Educational Research in Medical Sciences.2022;[Epub]     CrossRef
  • Historical empathy and medicine: Pathography and empathy in Sophocles’ Philoctetes
    Vassiliki Kampourelli
    Medicine, Health Care and Philosophy.2022; 25(3): 561.     CrossRef
  • The effects of narrative pedagogy on increasing nursing students' willingness to practice older people care: A mixed-methods research
    Pei-Ti Hsu, Jeu-Jung Chen, Ya-Fang Ho
    Nurse Education in Practice.2022; 62: 103356.     CrossRef
  • Finding the Story in Medicine
    Elizabeth Fenstermacher, Regina M. Longley, Hermioni L. Amonoo
    Psychiatric Clinics of North America.2021; 44(2): 263.     CrossRef
  • How does narrative medicine impact medical trainees’ learning of professionalism? A qualitative study
    Chien-Da Huang, Chang-Chyi Jenq, Kuo-Chen Liao, Shu-Chung Lii, Chi-Hsien Huang, Tsai-Yu Wang
    BMC Medical Education.2021;[Epub]     CrossRef
  • A Systematic Review of Educational Interventions and Their Impact on Empathy and Compassion of Undergraduate Medical Students
    Prianna Menezes, Salman Y. Guraya, Shaista Salman Guraya
    Frontiers in Medicine.2021;[Epub]     CrossRef
  • An introduction to narrative medicine
    Matthew Krinock, Nicole Defenbaugh, Stephen DeTurk, AnnaNg Pellegrino
    International Journal of Academic Medicine.2020; 6(2): 121.     CrossRef
Development of a checklist to validate the framework of a narrative medicine program based on Gagne’s instructional design model in Iran through consensus of a multidisciplinary expert panel  
Saeideh Daryazadeh, Nikoo Yamani, Payman Adibi
J Educ Eval Health Prof. 2019;16:34.   Published online October 31, 2019
DOI: https://doi.org/10.3352/jeehp.2019.16.34
  • 8,779 View
  • 169 Download
  • 1 Web of Science
  • 2 Crossref
AbstractAbstract PDFSupplementary Material
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.

Citations

Citations to this article as recorded by  
  • Challenges of Implementing the First Narrative Medicine Course for Teaching Professionalism in Iran: A Qualitative Content Analysis
    Saeideh Daryazadeh, Payman Adibi, Nikoo Yamani
    Educational Research in Medical Sciences.2022;[Epub]     CrossRef
  • Impact of a narrative medicine program on reflective capacity and empathy of medical students in Iran
    Saeideh Daryazadeh, Payman Adibi, Nikoo Yamani, Roya Mollabashi
    Journal of Educational Evaluation for Health Professions.2020; 17: 3.     CrossRef

JEEHP : Journal of Educational Evaluation for Health Professions