Kanagasabai Parimala, Ormandy Judy, Filoche Sara, Henry Claire, Te Whaiti Sarah, Willink Robin, Gladman Tehmina, Grainger Rebecca
University of Otago, Wellington, New Zealand.
Te Whatu Ora Health New Zealand Capital, Coast and Hutt Valley, Wellington, New Zealand.
Med Teach. 2024 Feb;46(2):219-224. doi: 10.1080/0142159X.2023.2243023. Epub 2023 Aug 4.
This pilot study aimed to investigate the acceptability and efficacy of a patient storytelling intervention (live and recorded) on empathy levels of medical students.
Medical students participated in a storytelling intervention that had three components: listening to live or recorded stories from women with abnormal uterine bleeding, reflective writing, and a debriefing session. Empathy scores of students pre- and post-intervention were measured using the Jefferson Scale of Empathy-student version (JSE-S). Students also completed a feedback survey. Descriptive and inferential statistics were used to analyse quantitative data and content analysis was used for text comments.
Both live and recorded storytelling interventions had positive effects on student's empathy scores post intervention. Overall, students were satisfied with the intervention and reported that it improved their understanding of life experiences of women. Suggestions were made for an in-person storytelling session and interactive discussion after listening to each story.
A storytelling intervention has the potential to improve medical students' empathy and understanding of lived experience of women with health conditions. This could be valuable when student-patient interactions are limited in healthcare settings, or to enable stories of small numbers of patient volunteers to reach students.
本试点研究旨在调查患者故事讲述干预（现场和录制）对医学生同理心水平的可接受性和有效性。
医学生参与了一项故事讲述干预，该干预包括三个部分：听取患有异常子宫出血的女性的现场或录制故事、反思性写作以及汇报会。使用杰斐逊同理心量表学生版（JSE-S）测量学生干预前后的同理心得分。学生们还完成了一份反馈调查问卷。描述性和推断性统计用于分析定量数据，内容分析用于文本评论。
现场和录制的故事讲述干预对干预后学生的同理心得分均有积极影响。总体而言，学生对干预感到满意，并表示这提高了他们对女性生活经历的理解。学生们建议在听完每个故事后进行面对面的故事讲述环节和互动讨论。
故事讲述干预有可能提高医学生对患有健康问题女性的同理心和对其生活经历的理解。当医疗环境中师生互动有限时，或者为了让少数患者志愿者的故事能够传达给学生时，这可能具有重要价值。
