Evidence map›Paper›PMID 31986248›Full record

ArticleJournal of educational evaluation for health professions2020

Impact of narrative medicine program on improving reflective capacity and empathy of medical students in Iran.

Saeideh Daryazadeh, Payman Adibi, Nikoo Yamani, Roya Mollabashi

Open access · diamondAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Journal of educational evaluation for health professions, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 22 papers, 5 of them syntheses that pooled it.

0numbers the graph read from it
0cells of the map it votes in
22citing papers in PubMed, 5 pooled it
4.4field-weighted citation impact, top 5% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

22 citing papers in PubMed, 5 syntheses or guidelines pooled it, 59 citations in OpenAlex.

  1. Pooled it
  2. Pooled it
  3. Pooled it
  4. Pooled it
  5. Pooled it
  6. Trial
  7. Article
  8. Article
  9. Article
  10. Article
  11. Review
  12. Article
  13. Article
  14. Article
  15. Article
  16. Article
  17. Article
  18. Article
  19. Article
  20. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors at 1 institution in 1 country.

Saeideh DaryazadehDepartment of Medical Education, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran.
Payman AdibiDepartment of Internal Medicine, Research Center of Gastroenterology, Isfahan University of Medical Sciences, Isfahan, Iran.
Nikoo YamaniMedical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran.
Roya Mollabashi
Isfahan University of Medical Sciences · IR

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

purposeNarrative medicine is expressing medical experiences and reflecting on narratives to create empathic communication with patients. Moreover, reflection on narratives causes self-awareness and recognition of the narrator's feelings or the main character of the story, and affect the audience. This study conducted to examine the impact of the narrative medicine program on improving the reflective capacity and empathy of medical students.

methodsA quasi-experimental study was performed in 2018-2019 at Isfahan University of Medical Sciences, Iran for 135 medical interns with two groups (control (n=66) and experiment (n=69)). We held seven two-hour reflective practice sessions for medical interns in the experiment group, and no educational intervention for the control group. Pre-test and post-test were held for both of the groups using two valid and reliable tools to assess reflective capacity and empathy. A comparison of mean scores of reflection and empathy was done in pre-test and post-test in one group and between groups using t-paired and t-test (p≤ 0.05).

resultsThe mean score of reflection and empathy in the experiment group had a significant increase before and after the educational intervention, but in the control group had not. Moreover, the comparison of the mean scores between the two groups in the post-test was significant. (p<0.001).

conclusionNarrative medicine is an effective teaching method that can improve reflective capacity and empathy, and ultimately promote professionalism as a core competency in medicine. Consideration of learning conditions and interdisciplinary teaching is necessary for implementing the narrative medicine program.

Indexed as

EmpathyNarrative MedicinePhysician-Patient RelationsAdultCommunicationCurriculumHumansInternship and ResidencyIranStudents, MedicalStudents, NursingYoung AdultCommunicationEmpathyIranMedical studentsNarrative medicine

Identifiers

PMID31986248
PMCPMC7061215
OpenAlexW3001475589

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.