美国布朗大学MLMS项目对我国医学院校实践叙事医学的启示

doi:10.3760/cma.j.cn115259-20240516-00489

中华医学教育杂志 ›› 2025, Vol. 45 ›› Issue (6): 476-480.DOI: 10.3760/cma.j.cn115259-20240516-00489

• 国外医学与比较医学教育 • 上一篇

美国布朗大学MLMS项目对我国医学院校实践叙事医学的启示

陈晓彤¹, 俞方², 沈雁¹, 凌剑蓉³, 刘英超¹

¹浙江中医药大学第二临床医学院教学部,杭州 310053;
²浙江大学医学院离退休处,杭州 310058;
³浙江中医药大学附属第二医院儿科学教研室,杭州 310005

收稿日期:2024-05-16 出版日期:2025-06-01 发布日期:2025-06-03
通讯作者: 刘英超, Email: jcjsylyc@163.com
基金资助:
浙江省教育厅课程思政教学研究项目(202251-126)

Insights from Brown University′s MLMS program for narrative medicine in China

Chen Xiaotong¹, Yu Fang², Shen Yan¹, Ling Jianrong³, Liu Yingchao¹

¹Teaching Department, the Second Clinical Medical College of Zhejiang Chinese Medical University, Hangzhou 310053, China;
²Office of Retired & Staff, the Medical School of Zhejiang University, Hangzhou 310058, China;
³Department of Pediatrics, the Second Affiliated Hospital of Zhejiang Chinese Medical University, Hangzhou 310005, China

Received:2024-05-16 Online:2025-06-01 Published:2025-06-03
Contact: Liu Yingchao, Email: jcjsylyc@163.com
Supported by:
Curriculum Ideological and Political Teaching Research Program of Zhejiang Provincial Education Department (202251-126)

摘要/Abstract

摘要： 叙事医学是叙事文学和医学的结合,有助于医学人文关怀的真正落地。为促进我国医学院校在校教育阶段践行叙事医学,本研究选取美国首个在医学在校教育阶段必修课程中实施叙事医学实践类项目的常春藤联盟高校——布朗大学为研究对象,系统阐述了其“我的生活故事”(my life my story,MLMS)叙事医学实践类项目。MLMS项目主要包括患者的生活故事访谈、反思性写作和团队分享汇报3部分内容,具备实施周期短,可操作性强,可以在临床前课程、选修课程和临床见习/实习中实施等特点,且实施效果得到有效验证和认可。MLMS项目的实践表明,叙事医学教育并不局限于课堂授课,通过反思性写作有助于提升医学生共情能力,医学生的独立自主能力是实践叙事医学的关键,而组建本土化叙事医学指导教师对开展叙事医学教育尤为重要。

关键词: 学生,医科, 叙事医学, 我的生活故事项目, 布朗大学, 启示

Abstract: Narrative medicine, which combines narrative literature and medicine, contributes to the effective implementation of medical humanities. To promote the practice of narrative medicine in China′s undergraduate education, this study examines Brown University, the first Ivy League university in the United States to incorporate narrative medicine into compulsory undergraduate course; and systematically analyzes its narrative medicine practice project, ″my life, my story″ (MLMS). The MLMS project consists of three main components: patient life story interviews, reflective writing and team reports. Its key features include a short implementation cycle, strong operability, and adaptability to preclinical courses, elective courses and clinical clerkships. The project′s effectiveness has been empirically validated. The MLMS project demonstrates that narrative medicine education is not confined to the classroom; medical students′ empathy can be enhanced through reflective writing; independent learning ability is a key factor in practicing narrative medicine. Additionally, training localized instructors is crucial for successfully implementing narrative medicine education in China.

Key words: Students, medical, Narrative medicine, MLMS program, Brown University, Implication

中图分类号:

R-05

陈晓彤, 俞方, 沈雁, 凌剑蓉, 刘英超. 美国布朗大学MLMS项目对我国医学院校实践叙事医学的启示[J]. 中华医学教育杂志, 2025, 45(6): 476-480.

Chen Xiaotong, Yu Fang, Shen Yan, Ling Jianrong, Liu Yingchao. Insights from Brown University′s MLMS program for narrative medicine in China[J]. Chinese Journal of Medical Education, 2025, 45(6): 476-480.

参考文献

[1] 郭莉萍. 什么是叙事医学[J]. 浙江大学学报(医学版),2019,48(5):467-473. DOI:10.3785/j.issn.1008-9292.2019.10.01.
[2] Charon R. Narrative medicine: honoring the stories of illness[M]. New York:Oxford University Press,2006:vii,107-140.
[3] 《叙事医学》编辑部. 星星之火,燎原之势——南方医科大学通识教育部、生命健康叙事分享中心创始人杨晓霖教授访谈录[J]. 叙事医学,2021,4(2):77-83.
[4] 李飞. 北京协和医学院叙事医学课程教学经验探索[J]. 医学与哲学,2019,40(15):51-53,78. DOI:10.12014/j.issn.1002-0772.2019.15.11.
[5] 李飞. 叙事医学课程“写作”主题教学思路[J]. 医学与哲学,2021,42(17):31-34. DOI:10.12014/j.issn.1002-0772.2021.17.07.
[6] 王艳波, 吴双磊, 王玲. 叙事医学理念在护理心理学教学中的应用探讨[J]. 医学与哲学,2021,42(1):44-47. DOI:10.12014/j.issn.1002-0772.2021.01.10.
[7] 华倩倩, 戴香怡, 尹星皓, 等. 叙事医学视域下医学生人文关怀能力培养路径探究[J]. 医学与哲学,2022,43(13):68-72. DOI:10.12014/j.issn.1002-0772.2022.13.14.
[8] 周家欣, 何仲, 刘欢, 等. 叙事医学本土化的探索与实践——北京协和医学院叙事医学论坛会议纪要[J]. 医学与哲学,2024,45(10):78-80. DOI:10.12014/j.issn.1002-0772.2024.10.17.
[9] Walker E, Bruns E, Dhaliwal G. The VA my life my story project: keeping medical students and veterans socially connected while physically distanced[J]. Fed Pract, 2021,38(12):568-573. DOI:10.12788/fp.0208.
[10] Correro AN, Hinrichs K, Nathan S. My life, my story and identity disclosure among transgender and gender diverse veterans: a program evaluation[J]. Transgend Health, 2022,7(6):556-560. DOI:10.1089/trgh.2021.0004.
[11] Nathan S, Fiore LL, Saunders S, et al. My life, my story: teaching patient centered care competencies for older adults through life story work[J]. Gerontol Geriatr Educ, 2022,43(2):225-238. DOI:10.1080/02701960.2019.1665038.
[12] Bohlmeijer E, Roemer M, Cuijpers P, et al. The effects of reminiscence on psychological well-being in older adults: a meta-analysis[J]. Aging Ment Health, 2007,11(3):291-300. DOI:10.1080/13607860600963547.
[13] McKinney A. The value of life story work for staff, people with dementia and family members[J]. Nurs Older People, 2017,29(5):25-29. DOI:10.7748/nop.2017.e899.
[14] Zhang X, Xiao H, Chen Y. Effects of life review on mental health and well-being among cancer patients: a systematic review[J]. Int J Nurs Stud, 2017,74:138-148. DOI:10.1016/j.ijnurstu.2017.06.012.
[15] Lan X, Xiao H, Chen Y. Effects of life review interventions on psychosocial outcomes among older adults: a systematic review and meta-analysis[J]. Geriatr Gerontol Int, 2017,17(10):1344-1357. DOI:10.1111/ggi.12947.
[16] Thareja SK, Laridaen J, Puls I, et al. Harnessing patient life stories to engage medical trainees in strengthening veteran-provider relationships[J]. Med Sci Educ, 2023,33(5):1155-1163. DOI:10.1007/s40670-023-01854-4.
[17] Ringler T, Ahearn EP, Wise M, et al. Using life stories to connect veterans and providers[J]. FedPract, 2015,32(6):8-14.
[18] Lam JA, Feingold-Link M, Noguchi J, et al. My life, my story: integrating a life story narrative component into medical student curricula[J]. MedEdPORTAL, 2022,18:11211. DOI:10.15766/mep_2374-8265.11211.
[19] Mercer SW, Maxwell M, Heaney D, et al. The consultation and relational empathy(CARE)measure: development and preliminary validation and reliability of an empathy-based consultation process measure[J]. Fam Pract, 2004,21(6):699-705. DOI:10.1093/fampra/cmh621.
[20] Obregon M, Luo J, Shelton J, et al.Assessment of burnout in medical students using the maslach burnout inventory-stduent survey: a cross-sectional data ananlysis[J]. BMC Med Educ, 2020,20:376. DOI:10.1186/s12909-020-02274-3.
[21] 邹明明, 陶俊杰, 杨晓霖, 等. 990名医务人员叙事医学认知调查报告之一[J]. 医学与哲学,2021,42(22):1-6. DOI:10.12014/j.issn.1002-0772.2021.22.01.

美国布朗大学MLMS项目对我国医学院校实践叙事医学的启示

Insights from Brown University′s MLMS program for narrative medicine in China

PDF (PC)

可视化

摘要/Abstract

引用本文

使用本文

参考文献

相关文章 15

编辑推荐

Metrics

本文评价

[1]	胡亮, 向科, 许赟, 厉岩. 德国公立高校医学专业招生方式改革及其启示[J]. 中华医学教育杂志, 2025, 45(5): 390-395.
[2]	潘姝丞, 尚少梅, 周伟娇, 刘涵予, 奉世聪, 江哲涵. 五国护士执业资格考试比较及对我国的启示[J]. 中华医学教育杂志, 2025, 45(4): 315-320.
[3]	符隆文, 胡新宇, 周殷华, 鞠牛, 张常华, 程瑜, 何裕隆. 美国医学教育中的结构胜任力课程及其启示[J]. 中华医学教育杂志, 2025, 45(1): 72-77.
[4]	陈永怡, 苏承音, 孟彦辰. 澳大利亚卫生法治人才培养体系与启示[J]. 中华医学教育杂志, 2024, 44(7): 554-558.
[5]	朱留宝, 晁爽, 陈旭岩. 杜克-新加坡国立大学医学院临床医学博士专业学位项目培养模式的概述与启示[J]. 中华医学教育杂志, 2024, 44(6): 471-475.
[6]	徐小明, 周艳, 吴红斌, 陈伟英. 荷兰格罗宁根大学医学人才培养模式及其启示[J]. 中华医学教育杂志, 2024, 44(12): 957-960.
[7]	宋芳芳, 陈阳, 蔡威, 沈秀华. 韩国临床营养人才培养现状及其启示[J]. 中华医学教育杂志, 2024, 44(10): 796-800.
[8]	许南方, 高国栋, 闫明, 田英轮, 王圣林. 美国威斯康星大学医师科学家培养中临床转化研究导师制度的探索及其启示[J]. 中华医学教育杂志, 2024, 44(1): 73-77.
[9]	张怡然, 马量. 心脏外科模拟训练课程在美国心脏外科专科医师培训中的应用现状和启示[J]. 中华医学教育杂志, 2023, 43(9): 717-720.
[10]	楚阿兰, 孙晨, 刘宗文, 宋锐, 刘世佳, 谢艳秋. 叙事医学培训对临床医学专业实习学生共情能力培养的探索[J]. 中华医学教育杂志, 2023, 43(8): 583-585.
[11]	刘禹彤, 闻德亮. 日本医学教育典型核心课程指南的演变与启示[J]. 中华医学教育杂志, 2023, 43(8): 638-640.
[12]	韦旭楠, 丁宁, 闻德亮. 职业锚理论视角下医师职业精神教育的启示[J]. 中华医学教育杂志, 2023, 43(7): 486-489.
[13]	赖东武, 王筝扬, 郭洪彬. 叙事医学在医学科普教育宣传中的应用[J]. 中华医学教育杂志, 2023, 43(7): 490-493.
[14]	曲慧, 郭燕, 张伟. 叙事医学教育对耳鼻喉科住院医师共情和沟通能力培养的探讨[J]. 中华医学教育杂志, 2023, 43(7): 494-497.
[15]	张东奇, 韩春梅. 中美医师资格考试中预防医学知识与能力考核现状比较与启示[J]. 中华医学教育杂志, 2023, 43(10): 793-797.