Exploration of narrative medicine training on the cultivation of empathy in practice of clinical medical students

doi:10.3760/cma.j.cn115259-20221024-01341

Abstract

Abstract: Objective To explore the effect of narrative medicine training on empathy of clinical medical students in practice, and explore the changes of empathy ability over time. Methods A total of 60 clinical medical interns rotating in the Second Affiliated Hospital of Zhengzhou University were selected as the research subjects. The students carried out theoretical study and clinical practice of narrative medicine, and filled in the Jefferson Empathy Scale at different time nodes. We compared the score changes of the empathy scale and their changes over time. Compare the differences using t-test and one-way ANOVA methods. Results The total score of JSPE for students immediately after conducting narrative medicine training was 119.95 ± 10.04, which was higher than the score before training (94.22 ± 9.52), and the difference was statistically significant (P<0.05). The scores for each dimension showed statistical differences (all P<0.05); The total score of JSPE in the second half of the training period was 123.33 ± 4.82, which was higher than that immediately after the training period, and the difference was statistically significant (P<0.05); The total score of JSPE in the first year after training was 122.03 ± 5.32 points. Although the value decreased compared to the first half of the training, there was no statistical difference (t=-1.40, P=0.163). Conclusions Narrative medicine training was helpful to improve the empathy ability of clinical medical students, and the improvement of empathy ability was continuous for a period of time.

Key words: Narrative medicine, Empathy, Clinical medicine, Jefferson scale of physician empathy

CLC Number:

Chu Alan, Sun Chen, Liu Zongwen, Song Rui, Liu Shijia, Xie Yanqiu. Exploration of narrative medicine training on the cultivation of empathy in practice of clinical medical students[J]. Chinese Journal of Medical Education, 2023, 43(8): 583-585.

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