Role of narrative medicine-based education in cultivating empathy in residents

Abstract

Objective To explore the role of narrative medicine-based education in standardized empathy training for residents. Methods Among the 2018–2020 residents at the First Affiliated Hospital of Xinxiang Medical University, 230 receiving neurology training were enrolled in this study and randomly divided into study and control groups. The study group received narrative medicine-based education and standardized routine resident training. The Jefferson Scale of Empathy–Medical Student version (JSE–MS) was used to evaluate empathy in the study group, and the neurological professional knowledge test scores of the two groups were also compared. Results In the study group, the empathy score was higher than the preteaching score (P < 0.01). The neurological professional knowledge examination score was higher in the study group than in the control group, albeit not significantly. Conclusion The addition of narrative medicine-based education in standardized training improved empathy and may have improved the professional knowledge of neurology residents.

The role of patients’ stories in medicine: a systematic scoping review

“…• Improved communication [ 12 , 29 , 32 , 33 , 115 , 146 , 150 , 154 , 163 , 166 , 173 , 176 , 183 , 189 , 194 , 228 , 247 , 252 , 260 , 267 , 268 , 271 , 273 , 279 , 281 , 288 ]…”

A Literature Review on Narrative Medicine Education

“…Narrative medicine education has developed significantly in China. Students were required to complete a parallel medical record and read and discuss the content in class (Zhao et al, 2023).…”

Creating Alignment: How the Humanities Can Help Heal Physicians and Patients

“…8,26 Narrative medicine can promote self-reflection. 16,45 The arts teach creative means of expression, understanding of different perspectives, an awareness of knowledge and emotions throughout the human experience, and the shaping and sharing of perceptions through artistic creation and practices in the expressive world, all skills valuable in a pre-or postpandemic world. 33 While not a means to an end, the arts and humanities do complement the reductionist tendencies of organ-based system education, details of pharmacology and pathophysiology, and rote memorization of tomes of knowledge.…”

“… 8 , 26 Narrative medicine can promote self-reflection. 16 , 45 The arts teach creative means of expression, understanding of different perspectives, an awareness of knowledge and emotions throughout the human experience, and the shaping and sharing of perceptions through artistic creation and practices in the expressive world, all skills valuable in a pre- or post-pandemic world. 33 …”

“…Beyond their intuitive appeal, many advocate that the medical humanities impact personal development and professional identity formation. 26 , 34 , 38 , 45 , 46 Students explore the doctor–patient relationship, are called to question their biases and pre-existing beliefs and examine ethical dilemmas where their personal beliefs may collide with professional expectations. They wrestle with what it means to be a doctor in this present moment and are often forced to articulate their struggles and concerns, prerequisites for becoming a professional.…”