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.…”

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.…”

Current situation and associated factors of clinical narrative competence of nurses in selected hospitals in Guangxi, China: a cross-sectional study

“…Nurses mainly learned about narrative medicine through various information sources such as the Internet, academic papers, lectures, and conferences, etc. One study reported that the participants who attended the narrative medicine seminar demonstrated an improvement in their knowledge on the subject during the subsequent test and later applied these narrative skills in teaching and clinical work ( 14 ). Similarly, Ross et al found that after participants completed the narrative medicine course, their clinical narrative competence was significantly improved compared to before the course ( 15 ).…”

“…The two perspectives mentioned above are all positive aspects of the learning and practice of narrative medicine. A large number of studies have shown that participating in narrative medicine learning and training, providing patient-centered and humanized care, actively listening to the stories of patients, is significantly positively correlated with nurses’ clinical narrative competence ( 14 , 15 , 18 , 19 ). In conclusion, the study’s findings highlight the significant associated factors of clinical narrative competence among nurses.…”

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.…”

Current situation and associated factors of clinical narrative competence of nurses in selected hospitals in Guangxi, China: a cross-sectional study

“…Nurses mainly learned about narrative medicine through various information sources such as the Internet, academic papers, lectures, and conferences, etc. One study reported that the participants who attended the narrative medicine seminar demonstrated an improvement in their knowledge on the subject during the subsequent test and later applied these narrative skills in teaching and clinical work ( 14 ). Similarly, Ross et al found that after participants completed the narrative medicine course, their clinical narrative competence was significantly improved compared to before the course ( 15 ).…”

“…The two perspectives mentioned above are all positive aspects of the learning and practice of narrative medicine. A large number of studies have shown that participating in narrative medicine learning and training, providing patient-centered and humanized care, actively listening to the stories of patients, is significantly positively correlated with nurses’ clinical narrative competence ( 14 , 15 , 18 , 19 ). In conclusion, the study’s findings highlight the significant associated factors of clinical narrative competence among nurses.…”

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.…”

Current situation and associated factors of clinical narrative competence of nurses in selected hospitals in Guangxi, China: a cross-sectional study

“…Nurses mainly learned about narrative medicine through various information sources such as the Internet, academic papers, lectures, and conferences, etc. One study reported that the participants who attended the narrative medicine seminar demonstrated an improvement in their knowledge on the subject during the subsequent test and later applied these narrative skills in teaching and clinical work ( 14 ). Similarly, Ross et al found that after participants completed the narrative medicine course, their clinical narrative competence was significantly improved compared to before the course ( 15 ).…”

“…The two perspectives mentioned above are all positive aspects of the learning and practice of narrative medicine. A large number of studies have shown that participating in narrative medicine learning and training, providing patient-centered and humanized care, actively listening to the stories of patients, is significantly positively correlated with nurses’ clinical narrative competence ( 14 , 15 , 18 , 19 ). In conclusion, the study’s findings highlight the significant associated factors of clinical narrative competence among nurses.…”