Student Perspectives on Narrative Approaches in a Medical Humanities Course, 'Female Role-Models in Health Care Profession'

Research output: Contribution to journalArticle

Abstract

Background: The purposes of medical humanities courses are to foster students' personal and professional development. Conventional approaches present some challenges. For instance, the rapid pace of topic survey courses hinders students from deeply engaging with learning materials. The pre-clinical years offer limited opportunities for interacting with role-models to facilitate students' personal and professional identities. A course on ”Female Role-Models in Health Care Professions” used narrative approaches to foster students' self understanding and professional affiliation. This paper: (1) introduces these innovative teaching methods; (2) reports on students' learning experiences; and (3) discusses the implications of these teaching experiences. Materials and Methods: The life narratives of female role-models were used as scenarios to foster students' reflection on careers and professionalism. Thiry-three students took the course in fall 2009. Students' learning experiences were assessed through students' questionnaires and qualitative analysis of students' reflection notes. Results: Based on twenty-nine students' course evaluation feedback (88% response rate), 93% of respondents cited altruism as professional competences they felt the course had enhanced, and 76% interpersonal relationships. Asked which teaching methods were effective, 88% respondents said visiting the life paths of female role-models, and 60% cited reflection notes as an effective assignment. The course plan was granted by the Ministry of Education's Excellent Humanities Course Award Committee in fall 2009. Conclusions: This curriculum offered narrative approaches to facilitate students' self-understanding and professional development. Student evaluations affirmed narrative approaches enhanced students' altruism and self-reflection in real-world contexts and provided a worthy model for medical humanities education.
Original languageEnglish
Pages (from-to)176-183
Number of pages8
Journal醫學教育
Volume16
Issue number4
Publication statusPublished - 2012

Fingerprint

health care profession
role model
narrative
student
altruism
teaching method
learning
experience
Ministry of Education
reflexivity
evaluation

Keywords

  • medical humanities
  • narrative approaches
  • role-modeling
  • professionalism

Cite this

@article{58072f53ca5547fa9c9816c82fc1373f,
title = "Student Perspectives on Narrative Approaches in a Medical Humanities Course, 'Female Role-Models in Health Care Profession'",
abstract = "Background: The purposes of medical humanities courses are to foster students' personal and professional development. Conventional approaches present some challenges. For instance, the rapid pace of topic survey courses hinders students from deeply engaging with learning materials. The pre-clinical years offer limited opportunities for interacting with role-models to facilitate students' personal and professional identities. A course on ”Female Role-Models in Health Care Professions” used narrative approaches to foster students' self understanding and professional affiliation. This paper: (1) introduces these innovative teaching methods; (2) reports on students' learning experiences; and (3) discusses the implications of these teaching experiences. Materials and Methods: The life narratives of female role-models were used as scenarios to foster students' reflection on careers and professionalism. Thiry-three students took the course in fall 2009. Students' learning experiences were assessed through students' questionnaires and qualitative analysis of students' reflection notes. Results: Based on twenty-nine students' course evaluation feedback (88{\%} response rate), 93{\%} of respondents cited altruism as professional competences they felt the course had enhanced, and 76{\%} interpersonal relationships. Asked which teaching methods were effective, 88{\%} respondents said visiting the life paths of female role-models, and 60{\%} cited reflection notes as an effective assignment. The course plan was granted by the Ministry of Education's Excellent Humanities Course Award Committee in fall 2009. Conclusions: This curriculum offered narrative approaches to facilitate students' self-understanding and professional development. Student evaluations affirmed narrative approaches enhanced students' altruism and self-reflection in real-world contexts and provided a worthy model for medical humanities education.",
keywords = "medical humanities, narrative approaches, role-modeling, professionalism",
author = "Yen-yu Lin and Chan, {Wing P.} and Nen-Chung Chang",
year = "2012",
language = "English",
volume = "16",
pages = "176--183",
journal = "醫學教育",
issn = "1028-2424",
publisher = "台灣醫學教育學會",
number = "4",

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T1 - Student Perspectives on Narrative Approaches in a Medical Humanities Course, 'Female Role-Models in Health Care Profession'

AU - Lin, Yen-yu

AU - Chan, Wing P.

AU - Chang, Nen-Chung

PY - 2012

Y1 - 2012

N2 - Background: The purposes of medical humanities courses are to foster students' personal and professional development. Conventional approaches present some challenges. For instance, the rapid pace of topic survey courses hinders students from deeply engaging with learning materials. The pre-clinical years offer limited opportunities for interacting with role-models to facilitate students' personal and professional identities. A course on ”Female Role-Models in Health Care Professions” used narrative approaches to foster students' self understanding and professional affiliation. This paper: (1) introduces these innovative teaching methods; (2) reports on students' learning experiences; and (3) discusses the implications of these teaching experiences. Materials and Methods: The life narratives of female role-models were used as scenarios to foster students' reflection on careers and professionalism. Thiry-three students took the course in fall 2009. Students' learning experiences were assessed through students' questionnaires and qualitative analysis of students' reflection notes. Results: Based on twenty-nine students' course evaluation feedback (88% response rate), 93% of respondents cited altruism as professional competences they felt the course had enhanced, and 76% interpersonal relationships. Asked which teaching methods were effective, 88% respondents said visiting the life paths of female role-models, and 60% cited reflection notes as an effective assignment. The course plan was granted by the Ministry of Education's Excellent Humanities Course Award Committee in fall 2009. Conclusions: This curriculum offered narrative approaches to facilitate students' self-understanding and professional development. Student evaluations affirmed narrative approaches enhanced students' altruism and self-reflection in real-world contexts and provided a worthy model for medical humanities education.

AB - Background: The purposes of medical humanities courses are to foster students' personal and professional development. Conventional approaches present some challenges. For instance, the rapid pace of topic survey courses hinders students from deeply engaging with learning materials. The pre-clinical years offer limited opportunities for interacting with role-models to facilitate students' personal and professional identities. A course on ”Female Role-Models in Health Care Professions” used narrative approaches to foster students' self understanding and professional affiliation. This paper: (1) introduces these innovative teaching methods; (2) reports on students' learning experiences; and (3) discusses the implications of these teaching experiences. Materials and Methods: The life narratives of female role-models were used as scenarios to foster students' reflection on careers and professionalism. Thiry-three students took the course in fall 2009. Students' learning experiences were assessed through students' questionnaires and qualitative analysis of students' reflection notes. Results: Based on twenty-nine students' course evaluation feedback (88% response rate), 93% of respondents cited altruism as professional competences they felt the course had enhanced, and 76% interpersonal relationships. Asked which teaching methods were effective, 88% respondents said visiting the life paths of female role-models, and 60% cited reflection notes as an effective assignment. The course plan was granted by the Ministry of Education's Excellent Humanities Course Award Committee in fall 2009. Conclusions: This curriculum offered narrative approaches to facilitate students' self-understanding and professional development. Student evaluations affirmed narrative approaches enhanced students' altruism and self-reflection in real-world contexts and provided a worthy model for medical humanities education.

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KW - role-modeling

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