A Novel Narrative Medicine Approach to DEI Training for Medical School Faculty

Holdren, Sarah; Iwai, Yoshiko; Lenze, Nicholas R.; Weil, Amy; Randolph, Antonia

doi:10.1080/10401334.2022.2067165

Cited by 18 publications

(15 citation statements)

References 34 publications

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“…Narrative-based medical interventions have a positive impact on medical students; such interventions are designed to help students hone their listening and observational skills, can stimulate self-reflection and empathy, help students think about patients from a different perspective, and are meaningful tools for motivating medical students' professional and personal development [2]. At the same time, narrative medical education has been applied to the teacher population to provide a unique space for reflection on their growth [5]. In China, the implementation of narrative medicine education is often used as a course to help medical students improve their medical narrative skills, empathy, and humanistic care [6,7].…”

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confidence: 99%

Narrative medicine as a teaching strategy for nursing students to developing professionalism, empathy and humanistic caring ability: a randomized controlled trial

Xue

Zhou

et al. 2023

BMC Med Educ

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Background Narrative medicine has become a solution to cultivate medical students’ ability of empathy and humanistic care. However, the role of narrative medicine is lacking in the study of professionalism. The aim of this study was to analyze the effects of narrative medical theory learning and narrative writing on professionalism, empathy and humanistic care ability of nursing students. Methods This cluster randomized controlled trial was conducted between June 2021 and June 2022 in two universities in Jiangsu, China. The participants of this study were 85 nursing students who were randomly divided into the intervention group (n = 43) or the control group (n = 42). Participants in the intervention group were trained in narrative medical theory learning and narrative writing based on a Web-based platform, while those in the control group were not. Self-report questionnaires of professionalism, empathy and humanistic care ability were used before and after intervention. Results The results showed that the professionalism score of the intervention group was (68.7 ± 6.8 vs. 64.5 ± 7.5; P = 0.005), empathy (99.4 ± 15.7 vs. 92.2 ± 14.6; P = 0.014) and humanistic care ability (127.6 ± 20.0 vs. 113.3 ± 18.8; P = 0.004) were better than the control group. Conclusion The results of this quantitative study suggest that narrative medical theory education and narrative writing based on the network platform can promote the development of professionalism, empathy and humanistic care ability of nursing undergraduates.

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confidence: 99%

Narrative medicine as a teaching strategy for nursing students to developing professionalism, empathy and humanistic caring ability: a randomized controlled trial

Xue

Zhou

et al. 2023

BMC Med Educ

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“…Providing institutional support for faculty leadership of DEI efforts may reduce the burden or expectation placed on URM applicants. 35,36…”

Section: Discussionmentioning

confidence: 99%

“…Interviewers should also be encouraged to provide transparency around DEI goals and metrics, such as percentage of residents and faculty who identify as URM and retention of URM faculty. Providing institutional support for faculty leadership of DEI efforts may reduce the burden or expectation placed on URM applicants 35,36 …”

Section: Discussionmentioning

confidence: 99%

“I’d rather see action”: Application and recruitment experiences of underrepresented in emergency medicine trainees

Suh

Callaghan

Brickhouse

et al. 2023

AEM Education and Training

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Objectives The emergency medicine (EM) physician workforce is largely composed of white men. Despite recruitment efforts over the past decade, there has not been a significant increase of trainees with underrepresented racial and ethnic identities in EM (URM). Prior studies have focused on institutional strategies to improve diversity, equity, and inclusion (DEI) in EM residency recruitment but have been limited in describing URM trainees’ perspectives. We sought to assess URM trainees’ perspectives on DEI in the EM residency application and selection process. Methods This study was conducted at an urban academic medical center in the United States from November 2021 to March 2022. Junior residents were invited to participate in individual semistructured interviews. We used a combined deductive–inductive approach to categorize responses in predetermined areas of interest then elicit dominant themes within each category through consensus discussions. Thematic saturation was reached after eight interviews, indicating adequate sample size. Results Ten residents participated in semistructured interviews. All identified as racial or ethnic minorities. Three dominant themes emerged relating to authenticity, representation, and being treated as a learner first. Participants assessed the authenticity of a program's DEI efforts by evaluating the time frame and scope of DEI efforts. Participants reported a desire for representation of other URM colleagues in a residency program and training environment. While participants wanted their lived experience as URM trainees acknowledged, they were wary of being viewed solely through the lens of future DEI leaders rather than as learners first. Conclusions URM residents value multifaceted commitment to DEI efforts, representation, and being seen as learners first when assessing residency programs. Programs seeking to recruit URM residents should develop a department‐wide, multipronged, comprehensive DEI plan and showcase how their program will contribute to an applicant's professional development.

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“…Some medical schools have implemented antiracism training programs, including student‐led narrative medicine for antiracism for students, residents, and faculty 2 ; institution‐wide training with a focus on awareness of privilege and bias 3 ; the use of a forum theater to explore racism and antiracism 4 ; and guidance on language from national medical associations 5 . Institutional investment in evidence‐based clinical communication training can provide clinicians with tools for recognizing opportunities for culturally sensitive patient interactions.…”

Section: (Continuing) Medical Education: Cultural Humility and Commun...mentioning

confidence: 99%

Reply to “Empathic communication: The premise of inclusive care for historically excluded populations”

Schwartz

Blanch‐Hartigan

Valbuena

et al. 2022

Cancer

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A Novel Narrative Medicine Approach to DEI Training for Medical School Faculty

Cited by 18 publications

References 34 publications

Narrative medicine as a teaching strategy for nursing students to developing professionalism, empathy and humanistic caring ability: a randomized controlled trial

Narrative medicine as a teaching strategy for nursing students to developing professionalism, empathy and humanistic caring ability: a randomized controlled trial

“I’d rather see action”: Application and recruitment experiences of underrepresented in emergency medicine trainees

Reply to “Empathic communication: The premise of inclusive care for historically excluded populations”

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