Narrative medicine in clinical internship teaching practice

Abstract

Objective: To explore the effect on empathy skills of integrating narrative medicine instruction into clinical internship undergraduate medical education. Methods: One hundred clinical undergraduate students who were transferred to gynecology and obstetrics in 2016 were selected as subjects and divided into two groups. The control group adopted the traditional practice teaching mode, while the experimental group adopted a narrative medicine integrated with traditional teaching mode. The impact of the narrative medicine course was evaluated using the Davis Empathy Scale, and the students’ acceptance of the course was investigated using a self-developed questionnaire. Results: After completion of the rotation, the empathy scores of the experimental group were higher than those of the control group ( p < 0.05). Students in the experimental group rated the integration of narrative medicine into the internship class highly, and most students thought that the narrative medicine course was of great benefit with respect to the humanistic quality of medical teaching. Conclusion: The application of narrative medicine teaching in the clinical practice teaching of obstetrics and gynecology promoted students to improve their empathy ability.

Enhancing General Surgery Clerkships: The Application and Value of Standardized Patient-Based Situational Simulation Teaching

“…SPs are a new type of simulated patient characterized by their ability to mimic the progression and reactions of real patients, thus integrating academic knowledge with clinical practice [16,17]. They have been widely used in clinical internships and have achieved good teaching results [18,19]. The combined application of SPs with other teaching methods, such as PBL, CBL, and mind mapping, has also further improved teaching effectiveness [20,21].…”

Final-year nursing students’ perceptions of humanistic education in nursing: a cross-sectional descriptive study

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“…Resultados similares fueron reportados recientemente en un estudio llevado a cabo en 203 estudiantes de cuarto año de medicina de la Universidad de Utrech en Alemania entre los años 2018-2020, se evaluaron las variables como temas médicos en la enseñanza mediante videos, lectura de temas en narración y colocar al alumno en la situación del paciente, se encontró que al utilizar la narración del tema médico aunada a la actividad visual mediante videos, así como la situación de colocar al estudiante como paciente, los grupos experimentales registraron calificaciones mayores en la escala de la prueba REFLECT (escala estandarizada para evaluar capacidad de reflexión), el estudio concluye que intervención de la medicina narrativa en la enseñanza mejora la capacidad de reflexión en los estudiantes de medicina (Leijenaar et al, 2023) (Leijenaar et al, 2023). Por otro lado, el añadir a los anteriores recursos como la narración teórica a la narración escrita, incrementó el puntaje sobre el aprendizaje de cuidados para el paciente, empatía y razonamiento evaluados en un grupo de estudiantes de enfermería (Yuan et al, 2023)(Xiu, et al, 2023.…”