Assessing a faculty development workshop in narrative medicine

Abstract

Background: Narrative medicine is increasingly popular in undergraduate medical curricula. Moreover, although faculty are expected to use narrative approaches in teaching, few faculty development learning activities have been described. In addition, data on the impact of faculty development initiatives designed to teach narrative are limited, and there is a paucity of tools to assess their impact. Aims: To assess the impact and outcomes of a faculty development workshop on narrative medicine. Methods: Two groups of clinical teachers were studied; one group had already attended a half-day narrative medicine workshop (N ¼ 10) while the other had not yet attended (N ¼ 9). Both groups were interviewed about their uses of narrative in teaching and practice. Additionally, the understanding of a set of narrative skills was assessed by first viewing a video of a narrative-based teaching session followed by completion of an 18-item assessment tool. Results: Both groups reported that they used narrative in both their teaching and clinical practice. Those who had attended the workshop articulated a more nuanced understanding of narrative terms compared to those who had not yet attended. Conclusion: This study is one of the first to describe measureable impacts of a faculty development workshop on narrative medicine.

Content and outcomes of narrative medicine programmes: a systematic review of the literature through 2019

“…Of the seven evaluations that used a pre-post design, six did a pre-test and immediate post-test, and one did a pre-test and long-term post-test (1 year) 22 70. One evaluation used a randomised step-wedge design in which participants were randomised into two groups, and the groups participated in the programme at different times 41 42. Post-tests of programme participants were compared with pre-tests of those who had not yet participated in the programme.…”

“…Of qualitative programmes deemed as well described, 10 reported high satisfaction,41 42 44 45 51 52 58 69 71 72 84 85 91 while positive impacts were reported on: relationship-building (n=15),15 37 39 40 43–46 49 52 65 73 74 77 81 85 90 empathy (n=10),15 46 49 55 64 73 74 76 77 81 90 perspective-taking/reflection (n=10),37 39 40 43 52 64 73 76 77 84 85 resilience and burnout detection/mitigation (n=4),39 50 81 90 narrative competence (n=3),41 42 44 45 49 confidence/personal accomplishment (n=3),33 40 74 ethical inquiry (n=2),49 64 relevance to work (n=1),33 pedagogical skills (n=1),37 cultural competence (n=1),15 46 and institutional impact (n=1) 37…”

“…During the second screening stage, we read the full texts of records, identifying a further 109 records to exclude due to our discovering on full-text review that they did not meet our established eligibility criteria (figure 1). Following the full-text screening, 61 records qualified for review 15 22 33–89. However, we discovered that several qualifying records addressed identical NM programming efforts at the same institution: that is, 12 records15 22 41 42 44–48 52 70 84 represented 6 programmes.…”

Narrative medicine as a medical education tool: A systematic review

“…A considerable number of studies also assessed the modification of knowledge or skills as a direct result of the narrative medicine intervention (level 2b; N ¼ 14). Liben (2012) reported that faculty participants in a narrative medicine workshop demonstrated the acquisition of narrative terms in a follow-up test and later applied these narrative skills in teaching and clinical settings. Similarly, Ross (2014) recorded significant improvement in a narrative skills assessment administered before and after the completion of a narrative medicine course (mean scores 51.6-71.5, p < 0.001).…”

The use of abstract paintings and narratives to foster reflective capacity in medical educators: a multinational faculty development workshop

“…Engaging in the process of guided reflection on students’ reflective narratives can facilitate faculty's capacity to serve as reflective role models through an intersubjective process of transformative growth17 since “the student is no longer the person who wrote the reflective narrative, neither is the teacher who responded to it” 39. With regard to professional development, medical education faculty workshop participants have recognised the value of reflective writing as a vehicle for learning about their teaching practice and development,53 and a faculty development workshop on narrative medicine for reflecting on the use of narrative in professional practice has had measureable impacts 54. Recently, a faculty development programme using guided reflective writing promoted reflection and empathy among practicing physicians55 and the integration of written narratives (on meaningful clinical experiences) for reflection within a continuing education programme on mindful communication for primary care physicians helped cultivate intrapersonal and interpersonal mindfulness and improve their sense of well-being 56…”