Journal of Medical Education
Abstract
Purpose: The purpose of the study was to integrate narrative medicine storytelling in medical humanities study to determine whether there was a significant difference in an experimental group and a comparison group in terms of meaning in life awareness, disposition toward critical thinking, and critical thinking competence. Methods: A sixteen-week experiment was used to verify learning outcomes, with two participant groups (experimental group: 45 students; comparison group: 42 students). Prior to and after the intervention, a meaning in life awareness scale, a critical thinking disposition scale, and a critical thinking competence test were administered to both groups. Results: The findings of the data analysis showed that with regard to meaning in life awareness, those situated in the integration of narrative medicine storytelling in medical humanities study had significantly higher posttest scores for ＂presence of meaning,＂ ＂search for meaning,＂ and ＂overall meaning in life awareness.＂ In the critical thinking disposition, they had significantly better post-test scores in ＂systematicity and analyticity,＂ ＂maturity and skepticism,＂ ＂inquisitiveness and conversance,＂ and ＂overall critical thinking disposition.＂ In addition, they also demonstrated greater critical thinking competence. Conclusions: Students learning narrative medicine storytelling had higher meaning in life awareness, better critical thinking dispositions, and greater critical thinking competence.
First Page
53
Last Page
64
DOI
10.6145/jme201506
Recommended Citation
Wang, Ya-Huei; Kao, Pan-Fu; and Liao, Hung-Chang
(2015)
"Integrating Narrative Medicine Storytelling into the Study of the Medical Humanities: Enhancing Medical Care Students' Sense of Meaning in Life and Critical Thinking Capacity,"
Journal of Medical Education: Vol. 19:
Iss.
2, Article 2.
DOI: [https://doi.org/]10.6145/jme201506
Available at:
https://jme.researchcommons.org/journal/vol19/iss2/2