•  
  •  
 

Journal of Medical Education

Abstract

Purpose: Narrative medicine writing can help health care students and professionals make empathetic connections with their patients in order to make patient-centered decisions. Nonetheless, though the use of narrative medicine writing exercises within medical-care education and on-the-job training is expanding, the assessment tools to determine narrative medicine writing levels are lacking. Therefore, there is a need for developing assessment criteria and rubrics for evaluating health care students' and professionals' narrative medicine writing. Methods: Extensive literature review and expert panel discussion were used to develop an analytic narrative medicine writing scoring rubric (ANMWSR). Once developed, the scoring rubric was validated through iterative cycles of examination, including item objective congruence (IOC), inter-rater reliabilities using percent exact and adjacent agreement, and inter-rater and intra-rater reliabilities using Pearson's correlation coefficients. Results: The results from the study demonstrated that the content validity of the ANMWSR was appropriate; 17 out of 20 qualitative scoring items reached the acceptable IOC indexes, ranging from 0.5 to 1.0. Three items that did not reach the criteria were modified and verified. The consensus estimates of inter-rater reliability with percent exact and adjacent agreements were between 92% and 100%. The consistent estimates of inter-rater reliabilities were between 0.81 and 0.88. Intra-rater reliability was 0.92 and 0.99. Conclusion: Upon testing, the iterative verification of content validity, inter-rater reliability, and intra-reliability, with derived values all higher than the reported estimates in most studies, proved the developed ANMWSR rubric a valid and reliable evaluation instrument to evaluate health care students' and professionals' narrative medicine writing skills.

First Page

87

Last Page

100

DOI

10.6145/jme201710

Download

Share

COinS