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Related Experiment Video

Updated: May 30, 2026

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care
14:32

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Published on: February 16, 2011

Using narratives to trigger reflection.

Susan Law1

  • 1Undergraduate Community Medical Education, University of Dundee, Dundee, Scotland, UK. s.law@cpse.dundee.ac.uk

The Clinical Teacher
|August 20, 2011
PubMed
Summary
This summary is machine-generated.

Using illness narratives in medical education enhances student reflection on patient experiences. This approach deepens understanding of sensitive topics and improves self-awareness for better patient-centered care.

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Assessing the Coherence of Parents' Short Narratives Regarding their Child Using the Five-Minute Speech Sample Procedure
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Published on: September 19, 2019

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Last Updated: May 30, 2026

Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care
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Using Visual and Narrative Methods to Achieve Fair Process in Clinical Care

Published on: February 16, 2011

Assessing the Coherence of Parents' Short Narratives Regarding their Child Using the Five-Minute Speech Sample Procedure
07:56

Assessing the Coherence of Parents' Short Narratives Regarding their Child Using the Five-Minute Speech Sample Procedure

Published on: September 19, 2019

Area of Science:

  • Medical Education
  • Narrative Medicine
  • Patient-Centered Care

Background:

  • Medical students receive patient-centered training but lack experience with sensitive events, limiting reflection quality.
  • Students often struggle to grasp reflection's role in professional development.

Purpose of the Study:

  • To explore illness narratives as a method to enhance medical student reflection.
  • To increase student awareness of the patient's perspective on illness.

Main Methods:

  • A student-selected component (SSC) focused on illness narrative study.
  • Utilized patient and doctor narratives to simulate patient contact and explore sensitive topics.
  • Facilitated student reflection within a supportive environment.

Main Results:

  • Students demonstrated increased self-awareness and a better understanding of the patient perspective.
  • Participants expressed an intention to modify their clinical practice.
  • Narratives provided a proxy for patient contact, enabling discussion of mental health, death, and bereavement.

Conclusions:

  • Illness narratives offer a valuable supplement to direct patient contact in medical education.
  • This approach can improve student insight into challenges faced by patients and doctors during difficult medical situations.
  • Facilitating reflection through narratives aids in developing a deeper understanding of sensitive medical issues.