Huang Chien-Da, Liao Kuo-Chen, Chung Fu-Tsai, Tseng Hsu-Min, Fang Ji-Tseng, Lii Shu-Chung, Kuo Han-Pin, Yeh San-Jou, Lee Shih-Tseng
Chang Gung Medical Education Research Center, Chang Gung Memorial Hospital, Chang Gung University, College of Medicine, 199 Tun Hua N. Rd, Taipei, Taiwan.
Department of Medical Education, Chang Gung Memorial Hospital, Chang Gung University, College of Medicine, Taipei, Taiwan.
BMC Med Educ. 2017 May 10;17(1):85. doi: 10.1186/s12909-017-0925-0.
Western 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.
An 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.
The 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.
Given 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.
西医是一门基于证据的科学，而中医更像是一门治疗艺术。迄今为止，尚无研究探讨西医和中医专业的学生在参与叙事医学教育活动或从中受益方面是否存在差异。本研究填补了当前文献的空白，旨在评估和比较西医和中医专业学生对叙事医学作为一种学习同理心和专业精神方法的看法。
编制了一份初始的10项问卷，采用5点李克特量表，以评估五年级西医（MS）和中医（TCMS）专业学生在为期13周的内科实习期间对一个包含4项活动的叙事医学项目的看法。进行了探索性因素分析。
回复率为88.6%（412/465），其中包括270名（65.5%）MS学生和142名（34.5%）TCMS学生，信度较高（克朗巴哈系数α = 0.934）。从9个项目中提取了三个因素：个人态度、自我发展/反思和情感收益，在自我发展/反思的提升方面更为有利。在所有9项问卷和3个提取因素中，TCMS学生对叙事医学的看法得分显著高于MS学生。
鉴于这些学生群体所参与的医学教育学习文化不同，这表明学习中医课程可能会增强一个人对医学人文课程的接受度并从中受益。或者，中医课程可能会吸引更多关注人文的学生。
