Exploration of the Narrative Medical Education from the Perspective of Anthropology: Based on the KAP Survey Report of 2,353 Medical Students
10.12026/j.issn.1001-8565.2023.11.06
- VernacularTitle:人类学视域下的叙事医学教育探索研究——基于2 353名医学生的KAP调查报告
- Author:
Ao ZHENG
1
;
Yongli SUN
2
;
Guo LI
3
Author Information
1. School of Pharmacy, Capital Medical University, Beijing 100069, China
2. School of Medical Humanities, Capital Medical University, Beijing 100069, China
3. Department of Emergency Medicine, Beijing Fengtai Integrated Traditional Chinese and Western Medicine Hospital, Beijing 100072, China
- Publication Type:Journal Article
- Keywords:
Narrative Medicine;
Doctor-patient Communication;
Medical Anthropology;
Narrative Medical Education;
Parallel Medical Records
- From:
Chinese Medical Ethics
2023;36(11):1208-1215
- CountryChina
- Language:Chinese
-
Abstract:
【Objective:】 To understand the development of narrative medicine in medical schools and the cognitive level of narrative medicine among medical students. 【Methods:】 Taking 2,353 medical students nationwide as the research subjects, Knowledge, Attitude/Belief, Practice (KAP) questionnaire was distributed online to conduct a survey. The survey results were analyzed from the perspectives of general knowledge, ways to understand narrative medicine, and cognitive level of parallel medical records. 【Results:】 44.50% of the survey respondents had never learned about narrative medicine, and 50.79% of them had never heard of parallel medical records. 26.80% of the survey respondents had participated in the training of narrative medicine courses, while most medical students learned about narrative medicine through other ways. 【Conclusion:】 This paper showed that the majority of the survey respondents are not familiar with the key concepts of narrative medicine. By introducing the concept of big culture in anthropology into medical college education or exploring the perspective of doctor-patient interaction, integrating communication models to improve doctor-patient relationships. The current popularization level of parallel medical records and narrative types among medical students is not good, and the cultivation of cultural sensitivity and reflective ability may help promote the teaching and application of parallel medical records. Multiple learning pathways lay the foundation for further teaching, and build a diversified teaching system to enrich the course content, which should be the focus of promoting narrative medicine education in the future.
