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Storytelling as a method for teaching values and attitudes
1Department of Family Medicine, University of North Carolina School of Medicine, Chapel Hill.
Summary
Storytelling in medical education, particularly using clinician experiences, helps students explore values and professional identity. This method addresses challenges in the doctor-patient relationship effectively within clinical settings.
Area of Science:
- Medical Education
- Clinical Psychology
- Professional Ethics
Background:
- Storytelling is underutilized in medical education.
- Concerns exist regarding the appropriate use of storytelling in teaching.
- Clinician-teacher narratives can uniquely impact student values and attitudes.
Purpose of the Study:
- To demonstrate the efficacy of storytelling in medical education.
- To explore how personal clinical narratives can address professionalization crises.
- To examine storytelling's role in navigating doctor-patient relationship complexities.
Main Methods:
- The article includes a personal clinical narrative as an example.
- Qualitative analysis of student and resident responses to storytelling.
- Focus on the clinical encounter as the primary setting for discussion.
Main Results:
- Storytelling facilitates discussion on professionalization and ethical dilemmas.
- Personal stories enhance students' examination of values and attitudes.
- The clinical encounter proves an effective context for value-based learning through narrative.
Conclusions:
- Appropriately used storytelling is a powerful tool in medical education.
- Narratives help students confront and manage challenging aspects of medical practice.
- Storytelling bridges the gap between theoretical learning and practical ethical considerations.
Keywords:
Bioethics and Professional Ethics