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

(2019) 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. Journal of Educational Evaluation for Health Professions. p. 8. ISSN 1975-5937

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Official URL: WOS:000518185800001

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.

Item Type: Article
Keywords: Narrative medicine Teaching Educational models Assessment Program development Iran nominal group education delphi Education & Educational Research
Divisions: Faculty of Medicine > Departments of Clinical Sciences > Department of Internal
Medical Education Development Center > Department of Medical Education
Medical Education Research Center
Page Range: p. 8
Journal or Publication Title: Journal of Educational Evaluation for Health Professions
Journal Index: ISI
Volume: 16
Identification Number: https://doi.org/10.3352/jeehp.2019.16.34
ISSN: 1975-5937
Depositing User: Zahra Otroj
URI: http://eprints.mui.ac.ir/id/eprint/10968

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