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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Introduction:Physicians' profession activities are mainly centered on clinics and the focus of medical education is on improving the quality of ambulatory education. Improving ambulatory education helps develop students' communication skills, professional attitudes, and empathy in addition to enhancing clinical skills. This study was performed to evaluate the ambulatory education program based on the participant-oriented evaluation model in 2018. Methods and Materials:This cross-sectional study was performed with the participation of 111 residents, interns, faculty and non-faculty physicians at the Kashan Shahid Beheshti Hospital. Participants 'viewpoints were collected using the ambulatory education quality assessment questionnaire including three domains of quality of educational services, physical area and environment of the clinic, and learners' feedback on the status of the clinic, whose reliability was calculated using the internal consistency index (r = 0.95). Descriptive and inferential statistics were used for data analysis. Results:The majority of interns (84.5%) and assistants (45.4%) were negative about the quality of ambulatory education, while the majority of the faculty members (66.7%) and physicians' views (38.5%) were positive. Most of the participants' view was aligned that the environmental situation was inappropriate. In general, there were differences in the views of the participants in terms of quality in the three areas of the ambulatory education program. Conclusion:Participants' general view of the current status of ambulatory education was particularly negative for learners, which could be due to the lack of independent activity, active supervision of teachers, prescription training and differential diagnostics, and poor environmental area.
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