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. 2021 Jun 5;21(1):321.
doi: 10.1186/s12909-021-02741-5.

Understanding the lived experiences of medical learners in a narrative medicine course: a phenomenological study

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Understanding the lived experiences of medical learners in a narrative medicine course: a phenomenological study

Kuo-Chen Liao et al. BMC Med Educ. .

Abstract

Background: Reflection and various approaches to foster reflection have been regarded as an indispensable element in enhancing professional practice across different disciplines. With its inherent potential to engage learners in reflection and improvement, narrative medicine has been adopted in various settings. However, the relevance and effectiveness of reflection remains underexplored in the context of narrative medicine, specifically in regard to the concern about variability of learner acceptance and the way learners really make sense of these reflective activities. This study aimed to explore what medical learners experience through narrative medicine and the meanings they ascribe to the phenomenon of this narrative-based learning.

Methods: Using a transcendental phenomenology approach, twenty medical learners were interviewed about their lived experiences of taking a narrative medicine course during their internal medicine clerkship rotation. Moustakas' phenomenological analysis procedures were applied to review the interview data.

Results: Six themes were identified: feeling hesitation, seeking guidance, shifting roles in narratives, questioning relationships, experiencing transformation, and requesting a safe learning environment. These themes shaped the essence of the phenomenon and illustrated what and how medical learners set out on a reflective journey in narrative medicine. These findings elucidate fundamental elements for educators to consider how narrative approaches can be effectively used to engage learners in reflective learning and practice.

Conclusion: Adopting Moustakas' transcendental phenomenology approach, a better understanding about the lived experiences of medical learners regarding learning in narrative medicine was identified. Learner hesitancy should be tackled with care by educators so as to support learners with strategies that address guidance, relationship, and learning environment. In so doing, medical learners can be facilitated to develop reflective capabilities for professional and personal growth.

Keywords: Narrative; Narrative medicine; Phenomenology reflection; Reflective learning; Transcendental phenomenology.

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Conflict of interest statement

The authors declare that they have no competing interests.

Figures

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Fig. 1
Model of the essence of learning in narrative medicine

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