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BMC Medical Education

, 17:85

Assessment and evaluation of admissions, knowledge, skills and attitudes


BackgroundWestern medicine is an evidence-based science, whereas Chinese medicine is more of a healing art. To date, there has been no research that has examined whether students of Western and Chinese medicine differentially engage in, or benefit from, educational activities for narrative medicine. This study fills a gap in current literature with the aim of evaluating and comparing Western and Chinese Medicine students’ perceptions of narrative medicine as an approach to learning empathy and professionalism.

MethodsAn initial 10-item questionnaire with a 5-point Likert scale was developed to assess fifth-year Western medical MS and traditional Chinese medical TCMS students’ perceptions of a 4-activity narrative medicine program during a 13-week internal medicine clerkship. Exploratory factor analysis was undertaken.

ResultsThe response rate was 88.6% 412-465, including 270 65.5% MSs and 142 34.5% TCMSs, with a large reliability Cronbach alpha = 0.934. Three factors were extracted from 9 items: personal attitude, self-development-reflection, and emotional benefit, more favorable in terms of enhancement of self-development-reflection. The perceptions of narrative medicine by scores between the two groups were significantly higher in TCMSs than MSs in all 9-item questionnaire and 3 extracted factors.

ConclusionsGiven the different learning cultures of medical education in which these student groups engage, this suggests that undertaking a course in Chinese medicine might enhance one’s acceptance to, and benefit from, a medical humanities course. Alternatively, Chinese medicine programmes might attract more humanities-focused students.

KeywordsNarrative medicine Perception Medical students Chinese medicine Learning culture AbbreviationBEGANThe Brown Educational Guide to the Analysis of Narrative

EFAexploratory factor analysis

MSmedical student

NMnarrative medicine

REFLECTReflection Evaluation For Learners’ Enhanced Competencies Tool

SDstandard deviation

TCMStraditional Chinese medical student

Author: Chien-Da Huang - Kuo-Chen Liao - Fu-Tsai Chung - Hsu-Min Tseng - Ji-Tseng Fang - Shu-Chung Lii - Han-Pin Kuo - San-Jou Yeh

Source: https://link.springer.com/

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