Hensel W A, Rasco T L
Department of Family Medicine, University of North Carolina School of Medicine, Chapel Hill.
Acad Med. 1992 Aug;67(8):500-4. doi: 10.1097/00001888-199208000-00003.
Storytelling is not widely accepted as a teaching method in medical education, sometimes for valid reasons that are explained by the authors. Yet clinician-teachers who choose and tell stories appropriately--especially if these are stories of their own clinical experiences--can stimulate their students to examine their values and attitudes in ways that would be hard or impossible to achieve by other methods. The present article, which contains a story of the type advocated, shows how storytelling can help students and residents discuss and overcome their crises of professionalization and come to grips with the troubling aspects of the doctor-patient relationship. The authors maintain that storytelling allows educators to bring the discussion of values and attitudes to where students are most likely to appreciate and understand the message--the clinical encounter.
在医学教育中，讲故事作为一种教学方法并未被广泛接受，有时原因合理，作者对此进行了解释。然而，那些恰当地选择并讲述故事的临床教师——尤其是讲述他们自己临床经历的故事——能够激发学生审视自身的价值观和态度，而这是通过其他方法难以或无法实现的。本文包含了一个所倡导类型的故事，展示了讲故事如何帮助学生和住院医生讨论并克服他们的职业化危机，以及应对医患关系中令人困扰的方面。作者认为，讲故事能让教育工作者将关于价值观和态度的讨论带到学生最有可能欣赏和理解这些信息的地方——临床诊疗过程中。
