叙事医学对医学生整体护理实践准备的影响:现实主义综合。

IF 5.2 1区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Chien-Da Huang, Rahma Novita Asdary, Yosika Septi Mauludina, Yufrica Huang, Lynn Monrouxe
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引用次数: 0

摘要

背景:越来越多的关注技术技能和效率的医学教育往往掩盖了人文方面,在准备临床医生的整体病人护理的差距。叙事医学将讲故事和反思实践相结合,为解决这些挑战提供了一种有希望的方法。目的:本研究通过考察叙事医学干预的机制、背景和结果,探讨叙事医学干预如何影响医学生对整体护理的准备。方法:在四个数据库和灰色文献中采用两阶段搜索策略,按照Pawson的五阶段方法进行现实主义综合。第一阶段(2008-2018)有10项研究;第二阶段(2018-2025)新增3座,共计13座。如果研究侧重于叙事医学干预,涉及医学生并检查整体护理结果,则纳入研究。评估研究的可信度、理论深度和可信度。使用ATLAS迭代合成上下文-机制-结果(CMO)构型。确保严格和一致性符合RAMESES标准。结果:共分析了13项研究,主要来自美国医学院和医院,一项来自荷兰,涉及1158名参与者。在三种情况下确定了九种CMO配置:讲故事活动、讲故事技巧和参与故事。这些环境激活了诸如深度观察、反思和同伴学习等机制,这些机制有助于增强整体患者联系、改善患者护理和增强自我视角。值得注意的是,同伴学习与这些结果的联系较弱,反映了叙事医学干预措施有效性的可变性。情绪抵抗,包括回避和脱离,突出了有效实施叙事医学的挑战。结论:叙事医学提高了关系能力、共情能力和反思能力,符合整体护理原则。解决诸如情绪不适和结果变化等障碍需要适应性强的形式和支持性的环境。这项研究强调了叙事医学在医学教育中的变革潜力,并为其融入不同的学习环境提供了可行的见解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The influence of narrative medicine on medical students' readiness for holistic care practice: A realist synthesis.

Background: The increasing focus on technical skills and efficiency in medical education often overshadows humanistic aspects, creating gaps in preparing clinicians for holistic patient care. Narrative Medicine, integrating storytelling and reflective practices, offers a promising approach to addressing these challenges.

Objective: This study explores how Narrative Medicine interventions influence medical students' readiness for holistic care by examining the mechanisms, contexts and outcomes that underpin its effectiveness.

Methods: A realist synthesis was conducted following Pawson's five-stage methodology with a two-phase search strategy across four databases and grey literature. Phase 1 (2008-2018) yielded 10 studies; Phase 2 (2018-2025) added 3, totalling 13. Studies were included if they focused on Narrative Medicine interventions, involved medical students and examined holistic care outcomes. Studies were assessed for credibility, theoretical depth and trustworthiness. Context-Mechanism-Outcome (CMO) configurations were iteratively synthesised using ATLAS.ti, ensuring rigour and consistency in accordance with RAMESES standards.

Results: A total of 13 studies, predominantly from U.S. medical schools and hospitals and one from the Netherlands, involving 1158 participants, were analysed. Nine CMO configurations were identified across three contexts: Storytelling Activities, Storytelling Skills and Engaging with Stories. These contexts activated mechanisms such as Deep Observation, Reflection, and Peer Learning, which contributed to outcomes including Enhanced Holistic Patient Connection, Improved Patient Care and Enhanced Self-Perspective. Notably, Peer Learning showed a weaker linkage to these outcomes, reflecting variability in the effectiveness of Narrative Medicine interventions. Emotional resistance, including avoidance and disengagement, highlighted challenges in implementing Narrative Medicine effectively.

Conclusion: Narrative Medicine enhances relational competence, empathy and reflective practice, aligning with the principles of holistic care. Addressing barriers such as emotional discomfort and variability in outcomes requires adaptable formats and supportive environments. This study underscores Narrative Medicine's transformative potential in medical education and offers actionable insights for its integration into diverse learning contexts.

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来源期刊
Medical Education
Medical Education 医学-卫生保健
CiteScore
8.40
自引率
10.00%
发文量
279
审稿时长
4-8 weeks
期刊介绍: Medical Education seeks to be the pre-eminent journal in the field of education for health care professionals, and publishes material of the highest quality, reflecting world wide or provocative issues and perspectives. The journal welcomes high quality papers on all aspects of health professional education including; -undergraduate education -postgraduate training -continuing professional development -interprofessional education
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