Tell Me Your Story: A Pilot Narrative Medicine Curriculum During the Medicine Clerkship

Chretien, Katherine C.; Swenson, Rebecca R.; Yoon, Bona; Julian, Ricklie; Keenan, Jonathan; Croffoot, James; Kheirbek, Raya

doi:10.1007/s11606-015-3211-z

Cited by 50 publications

(44 citation statements)

References 15 publications

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“…The majority of the studies included level one or two assessments. Chretien's (2015) assessment study of a narrative medicine patient storytelling course for third-year medical clerkship students provides an illustrative example. During the course, students had to interview patients, write up their interview as a narrative, and share this written work with their interviewees.…”

Section: Level One: Participationmentioning

confidence: 99%

“…Second, our systematic review yielded a larger and different set of studies, with only three overlapping articles out of Barber's nine included articles and just 8 overlapping articles out of Wie_ zel's 27 included articles. Of the six articles that we gave the highest BEME strength of evidence scores, only three of were included in Wie_ zel's study (Arntfield et al 2013;Bhavaraju and Miller 2014;Chretien 2015) and one in Barber's (Chretien 2015).…”

Section: Strengths and Weaknesses Of This Reviewmentioning

confidence: 99%

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Narrative medicine as a medical education tool: A systematic review

2019

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Aim: Narrative medicine has been promoted as an innovative and effective means of stimulating medical students' professional development by teaching them to approach their patients' experiences of illness with more understanding and compassion. This systematic literature review aims to answer the following question: what evidence of effect is available in the literature about models for teaching narrative medicine? Methods: We conducted a narrative review of 36 articles and used the Best Evidence in Medical Education (BEME) Global Scale and Kirkpatrick Scale for strength and importance of evidence to categorize reported assessment strategies and to evaluate the effectiveness of their narrative medicine programs. Results: We found evidence that narrative medicine is an effective pedagogic tool with a clear and replicable structure and methodology. We also determined that a positive impact could be measured when pertaining to participation and modification of attitudes, knowledge, and skills. However, unequivocal evidence of the effect of narrative medicine on students' behavior or ongoing interaction with colleagues and patients is still lacking. Conclusion: While many recent publications describe the goals and virtues of a narrative-based approach, more research is needed to determine whether or not there is an ideological consensus undergirding this approach. In addition, it is still unclear whether the long-term impact of narrative medicine classroom interventions are felt by patients, or whether such interventions positively impact patient care.

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Section: Level One: Participationmentioning

confidence: 99%

Section: Strengths and Weaknesses Of This Reviewmentioning

confidence: 99%

Narrative medicine as a medical education tool: A systematic review

2019

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“…These programmes provide rigorous training in terms of reading literary texts and writing about patients in non‐technical language. Previous studies have reported improvements in communication, collaboration and professional development among medical students and a sense of therapeutic empowerment among patients …”

Section: Solving the Family Curse: A Fictional Narrativementioning

confidence: 98%

When I say … narrative competence

2017

Med Educ

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“…written material (Shannon L. Arntfield et al, 2013a;Chretien et al, 2015;Cunningham et al, 2017;DasGupta & Charon, 2004;Garrison et al, 2011;Lancaster et al, 2002;McDonald et al, 2015;Muszkat et al, 2010;Patterson et al, 2016;Johanna Shapiro et al, 2005;Zimmermann, 2013). The studies' analyses suggest that these healthcare students (with a majority of medical students) receive the narrative medicine courses well and find that they develop both personally and professionally.…”

Section: Review Of Included Studiesmentioning

confidence: 99%

‘Human First’: Teaching close reading and creative writing to medical students

Stewart-Ferrer¹,

Rasmussen²

2019

TFSS

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The University of Southern Denmark has introduced a mandatory course in Narrative Medicine into the curriculum of undergraduate medical students. It is part of a trajectory called ‘Human First’, which aims to improve the students’ empathic abilities by teaching them narrative competencies to draw on in their future clinical encounters as medical doctors. Although, theoretical accounts seem to make a strong case for the utility and value of educational interventions, such as courses in narrative medicine or medical humanities, there has been a lack of empirical studies providing evidence to support such accounts – especially those focusing on the long-term effects and impact on patient care. Our systematic literature search and review of empirical studies regarding the effects of teaching close reading of fictional texts and creative writing to medical and health care students, tentatively confirmed previous indications of positive effects. Larger, multi-site and more rigorous studies that assess the long-term impacts of these educational interventions and adjust for local variations are, however, still in short supply. Finally, we present critical reflections on whether empathy and similar phenomena are at all measurable and discuss the possibility of meaningfully evaluating the utility of curricular interventions such as narrative medicine courses.

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Tell Me Your Story: A Pilot Narrative Medicine Curriculum During the Medicine Clerkship

Cited by 50 publications

References 15 publications

Narrative medicine as a medical education tool: A systematic review

Narrative medicine as a medical education tool: A systematic review

When I say … narrative competence

‘Human First’: Teaching close reading and creative writing to medical students

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