ObjectivesNarrative medicine (NM) incorporates stories into health sciences paradigms as fundamental aspects of the human experience. The aim of this systematic review is to answer the research question: how effective is the implementation and evaluation of NM programmes in academic medicine and health sciences? We documented objectives, content and evaluation outcomes of NM programming to provide recommendations for future narrative-based education.MethodsWe conducted a systematic review of literature published through 2019 using five major databases: PubMed, Embase, PsycINFO, ERIC and MedEdPORTAL. Eligible NM programming included textual analysis/close reading of published literature and creative/reflective writing. Qualifying participants comprised individuals from academic medicine and health sciences disciplines. We reviewed and categorised programme goals, content and evaluation activities to assess participant satisfaction and programme efficacy. Two members of the research team assessed the risk of bias, independently screening records via a two-round, iterative process to reach consensus on eligibility.ResultsOf 1569 original citations identified, we selected 55 unique programmes (described in 61 records). In all, 41 (75%) programmes reported a form of evaluation; evaluation methods lacked consistency. Twenty-two programmes used quantitative evaluation (13 well described), and 33 programmes used qualitative evaluation (27 well described). Well-described quantitative evaluations relied on 32 different measures (7 validated) and showed evidence of high participant satisfaction and pre-post improvement in competencies such as relationship-building, empathy, confidence/personal accomplishment, pedagogical skills and clinical skills. An average of 88.3% of participants agreed or strongly agreed that the programme had positive outcomes. Qualitative evaluation identified high participant satisfaction and improvement in competencies such as relationship-building, empathy, perspective-taking/reflection, resilience and burnout detection/mitigation, confidence/personal accomplishment, narrative competence, and ethical inquiry.ConclusionEvaluation suggests that NM programming leads to high participant satisfaction and positive outcomes across various competencies. We suggest best practices and innovative future directions for programme implementation and evaluation.

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a b s t r a c t 5 a r t i c l e i n f o 6 This study was designed to examine early predictors of later math reasoning in girls. Specifically, girls' first-grade 18 spatial skills were compared with first-grade verbal and arithmetic skills as predictors of spatial and verbal-19 analytical math reasoning in fifth grade (N = 79). The first-grade girls were given assessments measuring: 20 (1) spatial skills (WISC-IV Block-Design subtest, and 2-d and 3-d mental-rotation tasks), (2) verbal skills 21 (Peabody Picture Vocabulary Test), and (3) arithmetic skills (addition/subtraction). In fifth grade, girls were 22 given a math-reasoning test, assessing both math reasoning-spatial (geometry/measurement items) and math 23 reasoning-analytical (number/algebra items). The estimated path model accounted for approximately half the 24 variance in math reasoning. First-grade spatial skills were the strongest predictors of both types of fifth-grade 25 math reasoning. First-grade arithmetic skills significantly predicted math reasoning-analytical. Early verbal skills 26 were not directly related to fifth-grade math reasoning, although there was an indirect pathway connecting them 27 through early spatial skills. Thus, spatial skills, assessed by first grade, already function as key long-term predic-28 tors of analytical as well as spatial math-reasoning skills as late as fifth grade. 29 30 31 32 33 34 65 long-term consequences for girls' opportunities in math-related fields 66 (Webb, Lubinski, & Benbow, 2007), it is critical that we have a better un-67 derstanding of girls' early spatial skills, and their relation to math rea-68 soning at around fifth grade when gender differences in mathematics 69 start to emerge. This is the rationale in the present study for focusing 70 specifically on math reasoning at fifth grade rather than assessing 71 general math achievement. 72 1.2. Spatial predictors of math performance 73 In a 2012 review, Mix and Cheng (2012) reported that connections 74 between space and math are one of the most robust and wellLearning and Individual Differences xxx (2015) xxx-xxx☆ This material is based on work supported by the National Science Foundation under NSF #HRD-1231623. We would like to thank Michael Schiro, Larry Ludlow, and Sumru Erkut who helped design the math reasoning assessment. We would like to thank the teachers and students from the two Boston-area communities where testing was conducted. We are also grateful to Jessica Carbone, Margeau Frigon, Beiming Ye, and Claire Ritten, who assisted us on the project.

The purpose of this study was to determine whether toddlers exhibit different eye‐movement patterns when watching real events versus video demonstrations in an object‐retrieval task. Twenty‐four‐month‐olds (N = 36) searched for a sticker on a felt board after watching an experimenter hide it behind a felt object in person or via video. Eye movements during the hiding event were recorded. Compared to those watching in‐person events, children watching video spent more time looking at the target location overall, yet they had relatively poor search performance. Visual attention to the target location predicted search performance in the video condition only; children who watched in‐person hiding events had high success rates even if they paid relatively little visual attention to the correct location. Findings are consistent with the hypothesis that toddlers process information more quickly for in‐person (versus video) events, enabling them to learn as well (or better) despite relatively low selective attention. Thus, relatively poor encoding, as well as memory retrieval, may underlie the video deficit.

A total of 122 parent-infant dyads were observed as they watched a familiar or novel infant-directed video in a laboratory setting. Infants were between 12-15 and 18-21 months old. Infants were more likely to look toward the TV immediately following their parents' look toward the TV. This apparent social influence on infant looking at television was not solely due to the common influence of the television program on looking behavior. Moreover, infant looks that were preceded by parent looks tended to be longer in length than those that were not preceded by parent looks, suggesting that infants assign greater value to media content attended to by their parents. Thus, parental patterns of attention to television may influence early viewing behavior.