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

Daryazadeh, Saeideh; Yamani, Nikoo; Adibi, Payman

doi:10.3352/jeehp.2019.16.34

Cited by 3 publications

(1 citation statement)

References 15 publications

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“…It seems that some students' reluctance to write narratives or their hesitation to choose the narrative approach in future activities is due to various factors that need to be investigated in future qualitative studies. It should be added that in order to optimally implement the narrative medicine program, a framework has been developed that departments in other medical universities can also use to implement this training approach ( 23 ) .…”

Section: Discussionmentioning

confidence: 99%

The role of narrative medicine program in promoting professional ethics: perceptions of Iranian medical students

Daryazadeh¹,

Adibi²,

Yamani³

2022

jmehm

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Narrative medicine (NM) is an educational tool that can be used to promote the professional competencies of medical students. This study aimed to investigate Iranian medical students’ perceptions of the first NM program offered in 2019. The study was conducted on 69 medical interns who participated in the weekly NM program that was part of the professional ethics course for two months. We used a questionnaire to determine medical interns' perceptions and personal attitudes toward NM. Three experts confirmed the validity of the questionnaire in Persian, and its reliability was verified by internal consistency (α = 0.879). The independent t-test was used to compare the differences in the total scores of students' perceptions. Data analysis was conducted using SPSS 23 software (P < 0.05). The response rate to the questionnaire was 95.65%. The results showed overall students' perceptions of the program were found to be positive. Furthermore, the scores showed a significant difference in terms of gender (P = 0.014), but none in terms of marital status (P = 0.936). According to the results, NM was effective in improving students’ reflections and their empathy with patients. Therefore, it is recommended to include NM in professional ethics education.

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Section: Discussionmentioning

confidence: 99%

The role of narrative medicine program in promoting professional ethics: perceptions of Iranian medical students

Daryazadeh¹,

Adibi²,

Yamani³

2022

jmehm

Self Cite

View full text Add to dashboard Cite

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Impact of a narrative medicine program on reflective capacity and empathy of medical students in Iran

Daryazadeh

Adibi

Yamani³

et al. 2020

J Educ Eval Health Prof

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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.

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Challenges of Implementing the First Narrative Medicine Course for Teaching Professionalism in Iran: A Qualitative Content Analysis

2022

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Background: The narrative approach emerged in the late 19th century to humanize medicine, and narrative medicine was proposed to cultivate four skills, including empathy, reflection, professional commitment, and trust. Objectives: The present study aimed to describe the challenges of implementing the first narrative medicine course in Iran. Methods: This qualitative study was conducted using an inductive approach in 2020. In total, 18 medical interns were selected via purposive sampling and enrolled in the study. Data were collected via in-depth semi-structured individual interviews. Data analysis was performed in the MAXQDA10 software. Results: In total, 523 codes were extracted, and the identified challenges were classified into three main categories and eight subcategories, including individual barriers (learners' attitudes, individual identity, and opposition to the clinical teacher), educational barriers (unsupported change, disorganization of sessions, educational atmosphere, and hidden curriculum), and environmental barriers (physical factors). Conclusions: According to the results, the narrative approach in medicine could be used efficiently through subsequent courses in various medical universities. It is recommended that expert opinions be considered in the implementation of such courses.

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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

Cited by 3 publications

References 15 publications

The role of narrative medicine program in promoting professional ethics: perceptions of Iranian medical students

The role of narrative medicine program in promoting professional ethics: perceptions of Iranian medical students

Impact of a narrative medicine program on reflective capacity and empathy of medical students in Iran

Challenges of Implementing the First Narrative Medicine Course for Teaching Professionalism in Iran: A Qualitative Content Analysis

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