Abstract
Objective: The study intended to use narrative medicine study for interdisciplinary collaboration to let medical and healthcare students have a chance to interact with one another and listen to patients’ stories to enhance students’ reflective thinking, communication, empathy, and narrative medicine writing skills. Methods: A fifteen-week quasi-experimental design was used to examine the learning outcomes of the intervention. Two groups of students were randomly assigned as the experimental group (33 students) and the control group (32 students). Before and after the intervention, both groups had to fill in a Reflective Thinking Scale for Healthcare Students and Providers (RTS-HSP), Patient–Healthcare Provider Communication Scale (P-HCS), Empathy Scale in Patient Care (ES-PC), and Analytic Narrative Medicine Writing Scoring Rubric (ANMWSR). Results: The findings showed that on the reflective thinking scale, experimental group students had significantly higher reflective thinking posttest scores in “reflective skepticism,” “empathetic reflection,” and “critical open-mindedness,” but not in “self-examination.” As for patient–healthcare provider communication, they had significantly higher posttest scores in all “perception of trust and receptivity,” “patient-centered information giving,” “rapport building,” and “facilitation of patient involvement” factors. As for empathy, they had significant higher posttest scores in “behavioral empathy” and “affective empathy,” but not in “intelligent empathy.” In narrative medical writing skills, they had significant higher posttest scores in the “attention → representation → affiliation,” “depth of reflection,” “focus and context structure,” and “ideas and elaboration” sections, but not in the “language and conventions” section. Conclusion: The findings suggest that narrative medicine is worth recommending for interdisciplinary collaboration for healthcare education.
Highlights
IntroductionOverreliance on medical technologies results in an inhumane medical care system, causing healthcare professionals not to care much about the feelings and psychological experiences of patients
Overreliance on medical technologies results in an inhumane medical care system, causing healthcare professionals not to care much about the feelings and psychological experiences of patients.Patients, prefer to have more interaction with healthcare professionals than impersonal technologies [1]
The findings suggest that narrative medicine is worth recommending for interdisciplinary collaboration for healthcare education
Summary
Overreliance on medical technologies results in an inhumane medical care system, causing healthcare professionals not to care much about the feelings and psychological experiences of patients. Prefer to have more interaction with healthcare professionals than impersonal technologies [1]. Healthcare professionals tend to view patients’ medical histories from a scientific perspective, not keeping in mind patients’ personal experiences. To improve the relationship between patients and healthcare professionals, since the 1980s, American medical schools and hospitals have promoted the humanities and, more recently, so-called narrative medicine in healthcare curricula and practices. These schools hope to facilitate practitioners’ reflection, thereby minimizing the. Public Health 2020, 17, 1135; doi:10.3390/ijerph17041135 www.mdpi.com/journal/ijerph
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