Objective To explore the role of narrative medicine teaching in orthopaedic clinical clerkship. Methods Totally 87 medical students of “5+3”integrative mode of grade 2013 of Shanxi Medical University were enrolled in the teaching of narrative medicine in orthopedics clinical clerkship. The empathy level of students before and after teaching was measured by Jefferson scale of empathy, and the students' approval of teaching were investigated through questionnaires. Results The score of empathy after teaching was (114.5±10.9), which was higher than that before teaching (101.2±12.0), the difference was statistically significant (t=21.83, P<0.05). The results of the questionnaire survey showed that 75.9% (66/87) had a strong interest in narrative medicine teaching, and 98.9% (86/87) suggested continuing the teaching. Conclusions The teaching of narrative medicine in orthopaedics clinical clerkship can improve students' empathy ability, and well accepted by the students'.
Liu Changwen
,
Lyu Zhi
,
Song Wenhui
,
Guan Haishan
,
Li Yuan
,
Huo Jiang
. Application of narrative medicine in orthopaedic clinical clerkship teaching[J]. Chinese Journal of Medical Education, 2019
, 39(7)
: 503
-506
.
DOI: 10.3760/cma.j.issn.1673-677X.2019.07.006
[1]Charon R. Narrative medicine: Form, function, and ethics[J]. Ann Intern Med, 2001, 134(1): 83-87. DOI:10.7326/0003-4819-134-1-200101020-00024.
[2]Charon R. Narrative and medicine[J]. N Engl J Med, 2004, 350(9): 862-864. DOI: 10.1056/NEJMp038249.
[3]Tonini MC, Chesi P. Narrative medicine, an innovative approach to migraine management[J]. Neurol Sci, 2018, 39(Suppl 1): 137-138. DOI: 10.1007/s10072-018-3377-3.
[4]Artioli G, Foà C, Taffurelli C. An integrated narrative nursing model: Towards a new healthcare paradigm[J]. Acta Biomed, 2016, 87(4-S):13-22.
[5]Murphy JW. Primary health care and narrative medicine[J]. Perm J, 2015, 19(4): 90-94. DOI: 10.7812/TPP/14-206.
[6]DasGupta S, Charon R. Personal illness narratives: Using reflective writing to teach empathy[J]. Acad Med,2004,79(4):351-356. DOI: 10.1097/00001888-200404000-000133.
[7]Arntfield SL, Slesar K, Dickson J, et al. Narrative medicine as a means of training medical students toward residency competencies[J]. Patient Educ Couns, 2013, 91(3): 280-286. DOI: 10.1016/j.pec.2013.01.014.
[8]Liu GZ, Jawitz OK, Zheng D, et al. Reflective writing for medical students on the surgical clerkship: Oxymoron or antidote?[J]. J Surg Educ, 2016, 73(2):296-304. DOI: 10.1016/j.jsurg.2015.11.002.
[9]杨晓霖. 医学和医学教育的叙事革命:后现代“生命文化”视角[J]. 医学与哲学(人文社会医学版), 2011, 32(9): 64-65.
[10]何立芸, 韩江莉, 黄静, 等. 以叙事医学提高临床医学生医患沟通能力[J]. 中国高等医学教育, 2014(9):70-71. DOI:10.3969/j.issn.1002-1701.2014.09.035.
[11]叶熊, 唐红梅, 项雨晨, 等. 叙事医学在早期临床实践教学中的应用研究[J]. 中国高等医学教育, 2018(2):97-98. DOI:10.3969/j.issn.1002-1701.2018.02.048.
[12]姜恬, 宛小燕, 刘元元,等. 中文版杰弗逊同理心量表(医学生版)的信度和效度研究[J]. 四川大学学报(医学版), 2015, 46(4):602-605. DOI:10.13464/j.scuxbyxb.2015.04.021.
[13]郭莉萍, 魏继红, 李晏锋, 等.医学人文与共情[J]. 中国医学人文, 2015, 1(10):7-10.
[14]杨柠溪,李小燕,燕虹,等. 叙事医学教育对临床医学专业学生共情能力和学业成绩的影响:一项随机对照试验[J]. 中国临床心理学杂志, 2018, 26(3): 557-560,556. DOI: 10.16128/j.cnki.1005-3611.2018.03.029.
[15]Neumann M, Edelhuser F, Tauschel D, et al. Empathy decline and its reasons: A systematic review of studies with medical students and residents[J]. Acad Med, 2011, 86(8):996-1009. DOI: 10.1097/ACM.0B013E318221E615.
[16]郑国, 郭莉萍, 李芳, 等. 基于平行病历分析的医学生职业身份构建研究[J]. 中华医学教育杂志,2018,38(4):583-587. DOI: 10.3760/cma.j.issn.1673-677X.2018.04.024.
