KMID : 1038320190160010034
|
|
º¸°ÇÀÇ·á±³À°Æò°¡ 2019 Volume.16 No. 1 p.34 ~ p.34
|
|
Development of a checklist to validate the framework of a narrative medicine program based on Gagne¡¯s instructional design model in Iran through consensus of a multidisciplinary expert panel
|
|
Daryazadeh Saeideh
Yamani Nikoo Adibi Payman
|
|
Abstract
|
|
|
Purpose: Narrative medicine is a patient-centered approach focusing on the development of narrative skills and self-awareness that incorporates ¡°attending, representing, and affiliating¡± in clinical encounters. Acquiring narrative competency promotes clinical performance, and narratives can be used for teaching professionalism, empathy, multicultural education, and professional development. This study was conducted to develop a checklist to validate the framework of a narrative medicine program through consensus of a panel.
Methods: This expert panel study was conducted from 2018 to 2019 at Isfahan University of Medical Sciences, Iran. It included 2 phases: developing a framework in 2 steps and forming an expert panel to validate the framework in 3 rounds. We adapted a 3-stage narrative medicine model with 9 training activities from Gagne¡¯s theory, developed a framework, and then produced a checklist to validate the framework in a multidisciplinary expert panel that consisted of 7 experts. The RAND/UCLA appropriateness method was used to assess the experts¡¯ agreement. The first-round opinions were received by email. Consensus was achieved in the second and third rounds through face-to-face meetings to facilitate interactions and discussion among the experts.
Results: Sixteen valid indicators were approved and 100% agreement was obtained among experts (with median values in the range of 7?9 out of a maximum of 9, with no disagreement), and the framework was validated by the expert panel.
Conclusion: The 16 checklist indicators can be used to evaluate narrative medicine programs as a simple and practical guide to improve teaching effectiveness and promote life-long learning.
|
|
KEYWORD
|
|
Narrative medicine, Teaching, Educational models, Assessment, Program development, Iran
|
|
FullTexts / Linksout information
|
|
|
|
Listed journal information
|
|
|
|