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Narrative medicine as a means of training medical students toward residency competencies

机译：叙事医学作为培养医学生居住能力的一种手段

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Objective: This study sought to explore the perceived influence of narrative medicine training on clinical skill development of fourth-year medical students, focusing on competencies mandated by ACGME and the RCPSC in areas of communication, collaboration, and professionalism. Methods: Using grounded-theory, three methods of data collection were used to query twelve medical students participating in a one-month narrative medicine elective regarding the process of training and the influence on clinical skills. Iterative thematic analysis and data triangulation occurred. Results: Response rate was 91% (survey), 50% (focus group) and 25% (follow-up). Five major findings emerged. Students perceive that they: develop and improve specific communication skills; enhance their capacity to collaborate, empathize, and be patient-centered; develop personally and professionally through reflection. They report that the pedagogical approach used in narrative training is critical to its dividends but misunderstood and perceived as counter-culture. Conclusion/Practice implications: Participating medical students reported that they perceived narrative medicine to be an important, effective, but counter-culture means of enhancing communication, collaboration, and professional development. The authors contend that these skills are integral to medical practice, consistent with core competencies mandated by the ACGME/RCPSC, and difficult to teach. Future research must explore sequelae of training on actual clinical performance.
机译：目的：本研究旨在探讨叙事医学培训对四年级医学生临床技能发展的感知影响，重点是ACGME和RCPSC在沟通，协作和专业领域的能力要求。方法：采用扎根理论，采用三种数据收集方法，对参加为期一个月的叙事医学选修课的十二名医学生进行有关培训过程及其对临床技能的影响的查询。反复进行主题分析和数据三角剖分。结果：回应率为91％（调查），50％（焦点小组）和25％（随访）。出现了五个主要发现。学生认为他们：发展和提高特定的沟通技巧;增强他们的协作能力，同情心和以患者为中心;通过反思个人和专业发展。他们报告说，叙事训练中使用的教学方法对其收益至关重要，但被误解并被视为反文化。结论/实践意义：参与医学的学生报告说，他们认为叙事医学是一种重要的，有效的，但反文化的手段，可以增进交流，协作和专业发展。作者认为，这些技能是医学实践必不可少的，与ACGME / RCPSC要求的核心能力相一致，并且难以教授。未来的研究必须探索有关实际临床表现的培训后遗症。

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