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A qualitative study of clinical narrative competence of medical personnel
BACKGROUND: Medicine practiced with narrative competence is called narrative medicine, which has been proposed and used as a model of humane and effective medical practice. Despite the in-depth discussions of narrative medicine, the study of narrative competence in literature is limited; therefore,...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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BioMed Central
2020
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7653871/ https://www.ncbi.nlm.nih.gov/pubmed/33167943 http://dx.doi.org/10.1186/s12909-020-02336-6 |
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author | Chu, Shao-Yin Wen, Chin-Chen Lin, Chi-Wei |
author_facet | Chu, Shao-Yin Wen, Chin-Chen Lin, Chi-Wei |
author_sort | Chu, Shao-Yin |
collection | PubMed |
description | BACKGROUND: Medicine practiced with narrative competence is called narrative medicine, which has been proposed and used as a model of humane and effective medical practice. Despite the in-depth discussions of narrative medicine, the study of narrative competence in literature is limited; therefore, this study aims to explore the dimensions and connotations of the clinical narrative competence of medical personnel. METHODS: This qualitative study used in-depth interviews to collect participants’ experience and perspectives regarding narrative competence, followed by thematic analysis of the transcripts. Through purposive sampling, this study successfully recruited 15 participants (nine males and six females in 2018–2019) who were engaged in narrative medicine or medical humanity education from different medical schools and hospitals across Taiwan. The authors performed manual thematic analysis to identify the themes and concepts of narrative competence through a six-step theme generation process. RESULTS: There were four major themes of narrative competence generalized and conceptualized: narrative horizon, narrative construction (including narrative listening, narrative understanding, narrative thinking, and narrative representation), medical relationship (including empathy, communication, affiliation, and inter-subjectivity), and narrative medical care (including responsive care, balanced act, and medical reflection). These four themes were further integrated into a conceptual framework and presented in a diagram. CONCLUSIONS: Cultivating narrative competence in medical education can complement traditional biomedical orientation. Regardless of their treatment orientation, narrative medicine-informed health practitioners may take advantage of their multi-dimensional narrative competence, as presented in this article, to enhance their awareness and preparation in different areas of competence in medical services. In addition, the results of this study can be used as a framework for the development of the behavioral indicators of narrative competence, which can be taken as the basis for medical education curriculum design. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-020-02336-6. |
format | Online Article Text |
id | pubmed-7653871 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-76538712020-11-10 A qualitative study of clinical narrative competence of medical personnel Chu, Shao-Yin Wen, Chin-Chen Lin, Chi-Wei BMC Med Educ Research Article BACKGROUND: Medicine practiced with narrative competence is called narrative medicine, which has been proposed and used as a model of humane and effective medical practice. Despite the in-depth discussions of narrative medicine, the study of narrative competence in literature is limited; therefore, this study aims to explore the dimensions and connotations of the clinical narrative competence of medical personnel. METHODS: This qualitative study used in-depth interviews to collect participants’ experience and perspectives regarding narrative competence, followed by thematic analysis of the transcripts. Through purposive sampling, this study successfully recruited 15 participants (nine males and six females in 2018–2019) who were engaged in narrative medicine or medical humanity education from different medical schools and hospitals across Taiwan. The authors performed manual thematic analysis to identify the themes and concepts of narrative competence through a six-step theme generation process. RESULTS: There were four major themes of narrative competence generalized and conceptualized: narrative horizon, narrative construction (including narrative listening, narrative understanding, narrative thinking, and narrative representation), medical relationship (including empathy, communication, affiliation, and inter-subjectivity), and narrative medical care (including responsive care, balanced act, and medical reflection). These four themes were further integrated into a conceptual framework and presented in a diagram. CONCLUSIONS: Cultivating narrative competence in medical education can complement traditional biomedical orientation. Regardless of their treatment orientation, narrative medicine-informed health practitioners may take advantage of their multi-dimensional narrative competence, as presented in this article, to enhance their awareness and preparation in different areas of competence in medical services. In addition, the results of this study can be used as a framework for the development of the behavioral indicators of narrative competence, which can be taken as the basis for medical education curriculum design. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-020-02336-6. BioMed Central 2020-11-10 /pmc/articles/PMC7653871/ /pubmed/33167943 http://dx.doi.org/10.1186/s12909-020-02336-6 Text en © The Author(s) 2020 Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data. |
spellingShingle | Research Article Chu, Shao-Yin Wen, Chin-Chen Lin, Chi-Wei A qualitative study of clinical narrative competence of medical personnel |
title | A qualitative study of clinical narrative competence of medical personnel |
title_full | A qualitative study of clinical narrative competence of medical personnel |
title_fullStr | A qualitative study of clinical narrative competence of medical personnel |
title_full_unstemmed | A qualitative study of clinical narrative competence of medical personnel |
title_short | A qualitative study of clinical narrative competence of medical personnel |
title_sort | qualitative study of clinical narrative competence of medical personnel |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7653871/ https://www.ncbi.nlm.nih.gov/pubmed/33167943 http://dx.doi.org/10.1186/s12909-020-02336-6 |
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