Narrative Ethics as Collaboration: A Four-Session Curriculum.

Goodrich, Thelma Jean; Irvine, Craig; Boccher-Lattimore, Daria

doi:10.1037/1091-7527.23.3.348

Cited by 13 publications

(12 citation statements)

References 11 publications

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“…For programmes reporting qualitative evaluations, we identified 27 as well described and 6 that were not described thoroughly. Only six NM programmes were deemed as having both quantitative and qualitative evaluation methods that were well described 49 51 52 55 77 84 85…”

Section: Resultsmentioning

confidence: 99%

“…Of quantitative programmes deemed as well described, six reported high satisfaction49 51 52 63 69 84 89 while modest and positive but not statistically significant impacts were reported on: pedagogical skills (n=2),38 85 relevance to professional work (n=1),63 resilience and burnout detection/mitigation (n=1)22 70 and confidence/increased sense of personal accomplishment (n=2) 22 38 70. Programmes that reported statistically significant programmatic impacts examined increased empathy (n=3),22 55 70 82 and increased perspective-taking/reflection (n=1) 22 70…”

Section: Resultsmentioning

confidence: 99%

“…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…”

Section: Resultsmentioning

confidence: 99%

“…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.…”

Section: Methodsmentioning

confidence: 99%

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

et al. 2020

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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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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

See 2 more Smart Citations

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

et al. 2020

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“…However, in the literature discussing a narrative approach in bioethics, there has been little attention paid to development of narrative skills. The only article I found outlining a specific program was a four-session curriculum developed by Goodrich, Irvine, and Boccher-Lattimore (2005). Their curriculum is organized around reading stories, identifying themes and values in stories, writing about patients, and comparing the narratives found within chart notes and presentations.…”

Section: Narrative In Bioethicsmentioning

confidence: 99%

A narrative approach to bioethical decision making: The missing link between bioethics and conflict management?

Barton

2008

Conflict Resolution Qtrly

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Beginning in the 1990s and continuing today with increasing velocity, advances in science and medicine have profoundly affected not only health and health care, but also ethical thinking as well. Physicians, researchers, patients, and families are increasingly called on to make difficult decisions between competing values, which provides fodder for serious conflict. This article discusses a narrative approach to bioethical decision making and suggests that lessons from the field of conflict management could enhance its promise.

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Using Creative Writing Techniques to Enhance the Case Study Method in Research Integrity and Ethics Courses

Atkinson

2008

J Acad Ethics

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The following article explores the use of creative writing techniques to teach research ethics, breathe life into case study preparation, and train students to think of their settings as complex organizational environments with multiple actors and stakeholders.Courses in research ethics and research integrity often use the case study method for teaching research ethics; however, as Cova et al. (1993) illustrated, given specific philosophical contexts, the case study method is often accused of excluding the student's experiences. Linguistic scholars might classify case study as meta-narrative or reflexive representations of reality (Danesi 2007), but not the real thing. Scholars have further noted that the case study approach sidesteps the learning that emerges from actual encounters with real life problems (McCarthy and McCarthy 2006). Experience is the best teacher at times, but one would hope real-live cases of ethics violations are not abundantly available. Teachers are left with using the case study to simulate experience in order to get at the issues.Perhaps a little creativity is what is needed to enhance the method. The following article presents a way to breathe life into the case study method and begin to invite the student back into the narrative at a textual level. Creative writing techniques are a way to encourage the student to be both critically reflexive of the process of case study design and be attentive to the actual moral of the story by asking the student to engage the narrative, extend it and participate in it (Cunliffe 2002). The article provides a proposed method for using creative writing techniques in the classroom or in an online forum (without having to be a champion short story writer or novelist), and illustrates the impact these techniques had on the thought processes of an actual class by showing some illustrations of actual student work engaged in the process. Although, this was not a research project, the authors sought and obtained an IRB classification of "exempt" in order to illustrate the author's desire to maintain an ethical stance when using the student data. Absolutely no student names or identifiers were used; only the interesting applications of the creative writing techniques were used as illustrations.Creative writing techniques are interesting because of their focus on creating conflict, motive, action and suspense. Daily life is full of these elements. If students can think about what creates conflict for instance, they have to continuously consider how overall contexts (settings) are integrated with human nature when confronting ethical dilemmas. Stressing integration of basic ethical and normative concepts, I used a version of this method in my own course called "Responsible Research Climate and Culture" with some interesting outcomes. The students seemed to have fun with it. I hope others find it a refreshing approach as well. The article begins by examining the literature of using creative techniques and then assembles a conceptual framework and course ideas. Bac...

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Narrative Ethics as Collaboration: A Four-Session Curriculum.

Cited by 13 publications

References 11 publications

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

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

A narrative approach to bioethical decision making: The missing link between bioethics and conflict management?

Using Creative Writing Techniques to Enhance the Case Study Method in Research Integrity and Ethics Courses

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