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Related Experiment Videos

Storytelling as a method for teaching values and attitudes.

W A Hensel1, T L Rasco

  • 1Department of Family Medicine, University of North Carolina School of Medicine, Chapel Hill.

Academic Medicine : Journal of the Association of American Medical Colleges
|August 1, 1992
PubMed
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.

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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.
Keywords:
Bioethics and Professional Ethics

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  • 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.