Different perceptions of narrative medicine between Western and Chinese medicine students

Chien Da Huang, Kuo Chen Liao, Fu Tsai Chung, Hsu Min Tseng, Ji Tseng Fang, Shu Chung Lii, Han Pin Kuo, San Jou Yeh, Shih Tseng Lee

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Background: 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. Methods: 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. Results: 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. Conclusions: 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.

Original languageEnglish
Article number85
JournalBMC Medical Education
Volume17
Issue number1
DOIs
Publication statusPublished - May 10 2017
Externally publishedYes

Fingerprint

medicine
narrative
student
learning culture
questionnaire
educational activities
empathy
medical student
factor analysis
Group
acceptance
art
science
learning
evidence
education

Keywords

  • Chinese medicine
  • Learning culture
  • Medical students
  • Narrative medicine
  • Perception

ASJC Scopus subject areas

  • Education

Cite this

Huang, C. D., Liao, K. C., Chung, F. T., Tseng, H. M., Fang, J. T., Lii, S. C., ... Lee, S. T. (2017). Different perceptions of narrative medicine between Western and Chinese medicine students. BMC Medical Education, 17(1), [85]. https://doi.org/10.1186/s12909-017-0925-0

Different perceptions of narrative medicine between Western and Chinese medicine students. / 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.

In: BMC Medical Education, Vol. 17, No. 1, 85, 10.05.2017.

Research output: Contribution to journalArticle

Huang, CD, Liao, KC, Chung, FT, Tseng, HM, Fang, JT, Lii, SC, Kuo, HP, Yeh, SJ & Lee, ST 2017, 'Different perceptions of narrative medicine between Western and Chinese medicine students', BMC Medical Education, vol. 17, no. 1, 85. https://doi.org/10.1186/s12909-017-0925-0
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. / Different perceptions of narrative medicine between Western and Chinese medicine students. In: BMC Medical Education. 2017 ; Vol. 17, No. 1.
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