Effect evaluation of narrative medicine teaching in general practice residency training based on Mini-CEX
10.3760/cma.j.cn114798-20231008-00215
- VernacularTitle:叙事医学教学在全科住院医师规范化培训中的应用效果评估：基于Mini-CEX
- Author:
Yanhui WANG
1
;
Wei WANG
;
Shan ZHANG
;
Ting QING
;
Juan XIE
Author Information
1. 复旦大学附属上海市第五人民医院全科医学科，上海 200240
- Keywords:
General practitioner;
Narrative medicine;
Empathy;
Residency training;
Mini-clinical evaluation exercise
- From:
Chinese Journal of General Practitioners
2023;22(12):1235-1240
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To evaluate the effect of narrative medicine teaching in general practice residency training.Methods:Thirty-eight resident physicians who received standardized training in the Department of General Medicine in Shanghai Fifth People′s Hospital from November 2021 to November 2022 were randomly divided into trial group and control group with 19 individuals in each group. All residents received general medicine training according to the national standard curriculum, while narrative medicine was added to the teaching for the trial group. The teaching results were evaluated after 8 months of training. The indicators included mini-clinical evaluation exercise (Mini-CEX) assessment scores, academic assessment, narrative ability and empathy ability scores, self-assessment scores of learning effectiveness, and teaching satisfaction.Results:Among 38 residents, 15 were males and 23 were females with a mean age of (25.9±2.1) years. There were no significant differences in gender composition, age and education level of the two groups (all P>0.05). Mini-CEX results showed that the evaluation skills, physical examination, professionalism, clinical diagnosis, communication skills, organization and efficiency, and overall ability scores in the trial group were all significantly higher than those in the control group (all P<0.001). Examination results showed that there were no significant differences in knowledge test scores between the two groups ( P=0.208), however the skill manipulation performance in the trial group was significantly higher than that in the control group ( P=0.023). The narrative ability scores and empathy ability scores of the trial group were significantly higher than those in the control group (both P<0.001). In terms of learning effectiveness, the scores of stimulating interest in learning, scores of improving language expression ability, scores of learning good doctor-patient relationship, improving doctor-patient communication ability, and improving problem analysis ability in the trial group were significantly higher than those in the control group (all P<0.001). The teaching satisfaction rate of the trial group was 78.9% (15/19), which was higher than that of the control group (52.6%(10/19)). Conclusion:Adding narrative medicine teaching to the residency training can enhance the teaching effect of general practice residency training, especially in clinical practice ability, narrative ability and empathy ability.
