摘要
系统评价叙事医学教育对本专科医学生共情能力的影响,为规范叙事医学教育开展提供循证依据。本研究通过检索中英文数据库获取文献,共纳入18篇随机对照研究(中文14篇、外文4篇),运用Review Manage5.4软件进行Meta分析。发现经过叙事医学教育后的医学生在JSE量表评分上有显著提升(P<0.05),表明叙事医学教育有助于提升医学生共情能力,但各文献中干预组和对照组学生的共情能力影响程度差异过大(两组的JSE量表评分差异范围为2.7-24.31),且文献之间的异质性无法通过对研究内容和参与者专业的亚组分析消除,存在实质上的异质。这说明在实施叙事医学过程中需从医学界范围凝聚相关工作者共识,降低主观因素对医学生共情能力培养效果的影响。
The impact of narrative medical education was systematically evaluated on empathy ability of undergraduate and junior college medical students to provide evidence-based basis for standardizing the development of narrative medical education.This study retrieved literature through searching Chinese and English databases.A total of 18 randomized controlled studies(14 in Chinese and 4 in foreign languages)were included,and Meta analysis was performed using Review Manage5.4 software.It was found that medical students who had undergone narrative medical education had a significant improvement in their JSE scores(P<0.05),indicating that narrative medical education can help improve medical students'empathy ability;but the degree of influence on empathy ability between students in the intervention group and the control group in various literatures is greatly diferent(The differences in JSE scale scores between the two groups range from 2.7 to 24.31),and the heterogeneity between the literature cannot be eliminated through subgroup analysis of the research content and participants'majors,and there is substantial heterogeneity,which shows that in the process of implementing narrative medicine,it is necessary to build consensus among relevant workers from the medical community to reduce the impact of subjective factors on the cultivation of medical students'empathy ability.
作者
周勇
李诗薇
ZHOU Yong;LI Shiwei(Guiyang Preschool Education College,Guiyang Guizhou 550000.China)
出处
《阜阳师范大学学报(自然科学版)》
2025年第1期64-71,共8页
Journal of Fuyang Normal University:Natural Science
基金
贵州省教育厅高校人文社会科学项目(2024RW287)。
关键词
叙事医学教育
本专科医学生
共情能力
meta分析
narrative medical education
undergraduate medical students
empathy
meta analysis
