Using mixed methods to evaluate and design the learning of narrative medicine among medical bachelor’s students in China: A design-based study

Abstract

Background The relationships of medical workers, including doctors-themselves, doctors-patients, and doctors-colleagues, have been of great concern. Medical humanities are a valuable tool to maintain these relationships. Narrative medicine is one of the subjects in medical humanities but has rarely been applied in China. This study evaluates the current educational programme for narrative medicine and provides recommendations for designing future education.Methods This study was based on mixed methods and design-based studies. We enrolled medical bachelors in our educational programme into the exposure group or the control group. Then, we analysed their capabilities using Chinese-specific scales of empathy, self-reflection, and communication and used semi-open questions to collect the students’ perspectives. A final list of recommendations for designing narrative medicine education was created by an iterative process. The process included simplified thematic analysis of the students’ perspectives, modification of the drafts in focus groups, and evaluation of the final list.Results The distribution of students’ empathy, communication, and self-reflection became more right skewed, although no general significant differences were found. Improvements in empathy, self-reflection, and awareness of human care were found in students’ feedback. A list of recommendations combining general principles and activities was created.Conclusions Although improvement was found, the development of better narrative medicine education is expected, which may be improved by designing educational programmes.Trial registration: Not applicable