Remein Christy D, Childs Ellen, Beard Jennifer, Demers Lindsay B, Benjamin Emelia J, Wingerter Sarah L
Department of Medicine, Boston Medical Center, Boston University School of Medicine, Boston, MA, USA.
Department of Health Law, Policy, and Management, Boston University School of Public Health, Boston, MA, USA.
Adv Med Educ Pract. 2022 Mar 15;13:265-274. doi: 10.2147/AMEP.S350246. eCollection 2022.
We designed and implemented a pilot introductory narrative writing session with the two-fold goal of fostering the dissemination of faculty writing for submission to peer-reviewed journals and other publication venues while simultaneously creating a framework for establishing collaborative and empathic interprofessional teams by enhancing narrative-related competencies.
The session was open to interprofessional faculty at our academic health sciences center. Participants were accepted via a competitive application process, with group size limited to 18 individuals due to the workshop-style format. Learners were reflective of our diverse campus regarding sex, race/ethnicity, department, rank, and professional role. The session began with an experiential seminar providing instruction on writing theory and practice, discussion questions, and reflective writing prompts. The seminar was followed by a writing workshop. We conducted a mixed-methods evaluation to gauge participant satisfaction and educational efficacy.
The mixed-methods evaluation revealed that faculty reported high satisfaction with the session as a designated space to contemplate, discuss, practice, share, and critique narrative writing. All learners (18, 100%) rated it "very good" or "excellent" in overall quality and value as well as in relevance to personal growth. Participants reported growth in communication (13, 72%), self-reflection (12, 67%), active listening (12, 67%), writing confidence (11, 61%), perspective-taking (11, 61%), writing skills (10, 56%), and empathy (8, 44%).
Faculty valued the session as a venue for improving their writing skills and sharing with a diverse group of colleagues about the significance of narrative in relation to their professional lives.
Seminar outcomes suggest that narrative-based education for interprofessional health sciences faculty can be effective in achieving the two-fold goal of enhancing writing competencies while simultaneously fostering essential skills for building collaborative and empathic teams to promote high-quality education, research, and whole person clinical care.
我们设计并开展了一次试点性的叙事写作入门课程，其双重目标是促进教师撰写稿件以供同行评审期刊及其他出版渠道发表，同时通过提升与叙事相关的能力，创建一个建立协作性和共情性跨专业团队的框架。
该课程面向我们学术健康科学中心的跨专业教师开放。参与者通过竞争性申请程序入选，由于采用工作坊形式，小组规模限制为18人。学员在性别、种族/民族、部门、职级和专业角色方面反映了我们多元化的校园情况。课程首先是一个体验式研讨会，提供写作理论与实践指导、讨论问题及反思性写作提示。研讨会之后是写作工作坊。我们进行了混合方法评估，以衡量参与者的满意度和教育效果。
混合方法评估显示，教师对该课程作为一个思考、讨论、练习、分享和批判叙事写作的指定空间表示高度满意。所有学员（18人，100%）对其整体质量、价值以及与个人成长的相关性评价为“非常好”或“优秀”。参与者报告在沟通（13人，72%）、自我反思（12人，67%）、积极倾听（12人，67%）、写作信心（11人，61%）、换位思考（11人，61%）、写作技巧（10人，56%）和共情能力（8人，44%）方面有所成长。
教师重视该课程，认为它是提高写作技能以及与不同同事群体分享叙事在其职业生活中的重要性的场所。
研讨会结果表明，针对跨专业健康科学教师的基于叙事的教育能够有效地实现双重目标，即提高写作能力，同时培养构建协作性和共情性团队以促进高质量教育、研究和全人临床护理的关键技能。
