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Remein CD, Childs E, Pasco JC, et al. Content and outcomes of narrative medicine programmes: a systematic review of the literature through 2019. BMJ Open. 2020;10(1):e031568doi: 10.1136/bmjopen-2019-031568.
Remein, C. D., Childs, E., Pasco, J. C., Trinquart, L., Flynn, D. B., Wingerter, S. L., Bhasin, R. M., Demers, L. B., & Benjamin, E. J. (2020). Content and outcomes of narrative medicine programmes: a systematic review of the literature through 2019. BMJ open, 10(1), e031568. https://doi.org/10.1136/bmjopen-2019-031568
Remein, Christy DiFrances, et al. "Content and outcomes of narrative medicine programmes: a systematic review of the literature through 2019." BMJ open vol. 10,1 (2020): e031568. doi: https://doi.org/10.1136/bmjopen-2019-031568
Remein CD, Childs E, Pasco JC, Trinquart L, Flynn DB, Wingerter SL, Bhasin RM, Demers LB, Benjamin EJ. Content and outcomes of narrative medicine programmes: a systematic review of the literature through 2019. BMJ Open. 2020 Jan 26;10(1):e031568. doi: 10.1136/bmjopen-2019-031568. PMID: 31988222; PMCID: PMC7045204.
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BMJ Open. 2020 Jan 26;10(1):e031568. doi: 10.1136/bmjopen-2019-031568.

Content and outcomes of narrative medicine programmes: a systematic review of the literature through 2019.

BMJ open

Christy DiFrances Remein, Ellen Childs, John Carlo Pasco, Ludovic Trinquart, David B Flynn, Sarah L Wingerter, Robina M Bhasin, Lindsay B Demers, Emelia J Benjamin

Affiliations

  1. Boston University School of Medicine, Boston, Massachusetts, USA.
  2. Boston University School of Public Health, Boston, Massachusetts, USA [email protected].
  3. Boston University School of Public Health, Boston, Massachusetts, USA.

PMID: 31988222 PMCID: PMC7045204 DOI: 10.1136/bmjopen-2019-031568

Abstract

OBJECTIVES: Narrative medicine (NM) incorporates stories into health sciences paradigms as fundamental aspects of the human experience. The aim of this systematic review is to answer the research question: how effective is the implementation and evaluation of NM programmes in academic medicine and health sciences? We documented objectives, content and evaluation outcomes of NM programming to provide recommendations for future narrative-based education.

METHODS: We conducted a systematic review of literature published through 2019 using five major databases: PubMed, Embase, PsycINFO, ERIC and MedEdPORTAL. Eligible NM programming included textual analysis/close reading of published literature and creative/reflective writing. Qualifying participants comprised individuals from academic medicine and health sciences disciplines. We reviewed and categorised programme goals, content and evaluation activities to assess participant satisfaction and programme efficacy. Two members of the research team assessed the risk of bias, independently screening records via a two-round, iterative process to reach consensus on eligibility.

RESULTS: Of 1569 original citations identified, we selected 55 unique programmes (described in 61 records). In all, 41 (75%) programmes reported a form of evaluation; evaluation methods lacked consistency. Twenty-two programmes used quantitative evaluation (13 well described), and 33 programmes used qualitative evaluation (27 well described). Well-described quantitative evaluations relied on 32 different measures (7 validated) and showed evidence of high participant satisfaction and pre-post improvement in competencies such as relationship-building, empathy, confidence/personal accomplishment, pedagogical skills and clinical skills. An average of 88.3% of participants agreed or strongly agreed that the programme had positive outcomes. Qualitative evaluation identified high participant satisfaction and improvement in competencies such as relationship-building, empathy, perspective-taking/reflection, resilience and burnout detection/mitigation, confidence/personal accomplishment, narrative competence, and ethical inquiry.

CONCLUSION: Evaluation suggests that NM programming leads to high participant satisfaction and positive outcomes across various competencies. We suggest best practices and innovative future directions for programme implementation and evaluation.

© Author(s) (or their employer(s)) 2020. Re-use permitted under CC BY-NC. No commercial re-use. See rights and permissions. Published by BMJ.

Keywords: education and training (see medical education & training); medical education and training; medical ethics

Conflict of interest statement

Competing interests: None declared.

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