Exploring the practical ways and significance of narrative ability training for resident physicians
10.12026/j.issn.1001-8565.2025.06.03
- VernacularTitle:住培医师叙事能力培养的实践方式及意义探究
- Author:
Lijia DU
1
;
Rui ZHENG
1
;
Jia NA
2
;
Xiaoxiong ZHU
1
;
Zhifen YANG
1
Author Information
1. Obstetrical Department， East Campus， the Fourth Hospital of Hebei Medical University， Shijiazhuang 050011， China
2. Research Center for Medical Education Collaboration and Medical Education， Hebei Medical University， Shijiazhuang 050011， China
- Publication Type:Journal Article
- Keywords:
medical narrative ability;
narrative medicine education;
obstetrics;
standardized residency training;
medical humanities
- From:
Chinese Medical Ethics
2025;38(6):695-703
- CountryChina
- Language:Chinese
-
Abstract:
ObjectiveTo evaluate the impact of narrative medicine education on the narrative ability of resident physicians undergoing standardized residency training， and to explore its application value in clinical practice. MethodsA total of 23 obstetricians and gynecologists who participated in residency training at the Fourth Hospital of Hebei Medical University from October 2021 to June 2024 were randomly selected to receive a 3-month residency training program integrated with narrative medicine education， including narrative theory learning， text reading， reflective writing， and scenario-based case analysis. A questionnaire survey was conducted to analyze the personal situation of resident physicians， their narrative ability before and after receiving narrative medicine education， and their satisfaction with teaching. ResultsThe results of the questionnaire survey showed that resident physicians who had received narrative medicine education scored higher on the narrative ability assessment scale than before training， including improved narrative abilities in the dimensions of life and health narrative awareness， professional narrative thinking， professional development narrative behavior， peer communication narrative behavior， and doctor-patient interaction narrative behavior （P<0.05）. However， there were no statistically significant differences in the dimensions of life and health narrative behavior and family connection narrative behavior （P>0.05）. Meanwhile， resident physicians’ interest in active learning， clinical thinking ability， doctor-patient communication ability， and satisfaction with teaching methods have also been improved （P<0.05）. ConclusionNarrative medicine education can effectively enhance the narrative ability of resident physicians and make up for the current deficiencies in humanistic literacy and ethical education in current medical education. It is of great significance for improving doctor-patient relationships and the quality of medical services. Therefore， it is recommended to integrate narrative medicine education into the regular training curriculum for resident physicians.
