Women’s experience of participating in a storytelling intervention about abnormal uterine bleeding for medical student education

Parimala Kanagasabai; Sara Filoche; Claire Henry; Judy Ormandy; Sarah Te Whaiti; Rebecca Grainger

doi:10.11157/fohpe.v25i3.783

Authors

Parimala Kanagasabai University of Otago, New Zealand
Sara Filoche University of Otago, New Zealand https://orcid.org/0000-0002-0874-6494
Claire Henry University of Otago, New Zealand https://orcid.org/0000-0002-9854-1379
Judy Ormandy University of Otago, New Zealand https://orcid.org/0000-0002-7162-6225
Sarah Te Whaiti University of Otago, New Zealand
Rebecca Grainger University of Otago, New Zealand https://orcid.org/0000-0001-9201-8678

DOI:

https://doi.org/10.11157/fohpe.v25i3.783

Keywords:

patient storytelling, medical education, women's experiences, abnormal uterine bleeding, patient experience

Abstract

Introduction: Storytelling of lived experience could be an effective educational intervention to enhance empathic communication during medical training. The aim of this study is to describe women’s experiences of participating in a storytelling intervention for medical students, consisting of live online and recorded stories about their lived experience of abnormal uterine bleeding.

Methods: Semi-structured interviews were conducted with women who had lived experience of abnormal uterine bleeding and who participated in a storytelling intervention for medical students. Interviews were recorded and transcribed verbatim. A reflexive thematic analysis approach was used for analysing the data.

Results: Eight women participated in interviews, five online, two by telephone and one responding to interview questions by email. The analysis produced five themes: (1) empowered by opportunity to provide guidance to students, (2) empowered by advocating for women, (3) therapeutic to share and hear lived experiences, (4) preference for a pragmatic online format and (5) safe and comfortable setting for sharing experiences.

Conclusion: Women had a meaningful and therapeutic experience of participating in the storytelling intervention. Storytelling interventions for health professional education may work well for people with lived experience when a practical or flexible online format is offered, which contributes to a safe and comfortable environment.

References

Adeoye‐Olatunde, O. A., & Olenik, N. L. (2021). Research and scholarly methods: Semi‐structured interviews. Journal of the American College of Clinical Pharmacy, 4(10), 1358–1367. https://doi.org/10.1002/jac5.1441

Bas-Sarmiento, P., Fernández-Gutiérrez, M., Baena-Baños, M., Correro-Bermejo, A., Soler-Martins, P. S., & de la Torre-Moyano, S. (2020). Empathy training in health sciences: A systematic review. Nurse Education in Practice, 44, Article 102739. https://doi.org/10.1016/j.nepr.2020.102739

Boissy, A., Windover, A. K., Bokar, D., Karafa, M., Neuendorf, K., Frankel, R. M., Merlino, J., & Rothberg, M. B. (2016). Communication skills training for physicians improves patient satisfaction. Journal of General Internal Medicine, 31, 755–761. https://doi.org/10.1007/s11606-016-3597-2

Bokken, L., Rethans, J. J., Scherpbier, A. J., & van der Vleuten, C. P. (2008). Strengths and weaknesses of simulated and real patients in the teaching of skills to medical students: A review. Simulation in Healthcare, 3(3), 161–169. https://doi.org/10.1097/SIH.0b013e318182fc56

Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806

Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39(3), 124–130. https://doi.org/10.1207/s15430421tip3903_2

da Silva Filho, A. L., Caetano, C., Lahav, A., Grandi, G., & Lamaita, R. M. (2021). The difficult journey to treatment for women suffering from heavy menstrual bleeding: A multi-national survey. The European Journal of Contraception and Reproductive Health Care, 26(5), 390–398. https://doi.org/10.1080/13625187.2021.1925881

Dijk, S. W., Duijzer, E. J., & Wienold, M. (2020). Role of active patient involvement in undergraduate medical education: A systematic review. BMJ Open, 10(7), Article e037217. http://doi.org/10.1136/bmjopen-2020-037217

Henry, C., Ekeroma, A., & Filoche, S. (2020). Barriers to seeking consultation for abnormal uterine bleeding: Systematic review of qualitative research. BMC Women's Health, 20, Article 123. https://doi.org/10.1186/s12905-020-00986-8

Henry, C., Jefferies, R., Ekeroma, A., & Filoche, S. (2020). Beyond the numbers—understanding women’s experiences of accessing care for abnormal uterine bleeding (AUB): A qualitative study. BMJ Open, 10(11), Article e041853. http://doi.org/10.1136/bmjopen-2020-041853

Jha, V., Quinton, N. D., Bekker, H. L., & Roberts, T. E. (2009a). Strategies and interventions for the involvement of real patients in medical education: A systematic review. Medical Education, 43(1), 10–20. https://doi.org/10.1111/j.1365-2923.2008.03244.x

Jha, V., Quinton, N. D., Bekker, H. L., & Roberts, T. E. (2009b). What educators and students really think about using patients as teachers in medical education: A qualitative study. Medical Education, 43(5), 449–456. https://doi.org/10.1111/j.1365-2923.2009.03355.x

Kanagasabai, P., Ormandy, J., Filoche, S., Henry, C., Te Whaiti, S., Willink, R., Gladman, T., & Grainger, R. (2023). Can storytelling of women’s lived experience enhance empathy in medical students? A pilot intervention study. Medical Teacher, 46(2), 219–224. https://doi.org/10.1080/0142159X.2023.2243023

Kiosses, V. N., Karathanos, V. T., & Tatsioni, A. (2016). Empathy promoting interventions for health professionals: A systematic review of RCTs. Journal of Compassionate Health Care, 3(1), Article 7. https://doi.org/10.1186/s40639-016-0024-9

Kumagai, A. K. (2008). A conceptual framework for the use of illness narratives in medical education. Academic Medicine, 83(7), 653–658. https://doi.org/10.1097/ACM.0b013e3181782e17

Lauckner, H., Doucet, S., & Wells, S. (2012). Patients as educators: The challenges and benefits of sharing experiences with students. Medical Education, 46(10), 992–1000. https://doi.org/10.1111/j.1365-2923.2012.04356.x

McNichol, E. (2012). Patient-led innovation in healthcare: The value of the “user” perspective. International Journal of Healthcare Management, 5(4), 216–222. https://doi.org/10.1179/2047971912Y.0000000020

Milota, M. M., van Thiel, G. J., & van Delden, J. J. (2019). Narrative medicine as a medical education tool: A systematic review. Medical Teacher, 41(7), 802–810. https://doi.org/10.1080/0142159X.2019.1584274

Mol, S. S. L., Peelen, J. H., & Kuyvenhoven, M. M. (2011). Patients’ views on student participation in general practice consultations: A comprehensive review. Medical Teacher, 33(7), e397–e400. https://doi.org/10.3109/0142159X.2011.581712

Rowland, P., Anderson, M., Kumagai, A. K., McMillan, S., Sandhu, V. K., & Langlois, S. (2019). Patient involvement in health professionals’ education: A meta-narrative review. Advances in Health Sciences Education, 24, 595–617. https://doi.org/10.1007/s10459-018-9857-7

Sanigorska, A., Chaplin, S., Holland, M., Khair, K., & Pollard, D. (2022). The lived experience of women with a bleeding disorder: A systematic review. Research and Practice in Thrombosis and Haemostasis, 6(1), Article e12652. https://doi.org/10.1002/rth2.12652

Tong, A., Sainsbury, P., & Craig, J. (2007). Consolidated criteria for reporting qualitative research (COREQ): A 32-item checklist for interviews and focus groups. International Journal for Quality in Health Care, 19(6), 349–357. https://doi.org/10.1093/intqhc/mzm042

Towle, A., & Godolphin, W. (2013). Patients as educators: Interprofessional learning for patient-centred care. Medical Teacher, 35(3), 219–225. https://doi.org/10.3109/0142159X.2012.737966

Watts, L., McPherson, T., Robson, J., Rawlings, G., & Burge, S. (2015). Patient experiences of participation in a medical student teaching workshop. Medical Teacher, 37(1), 94–96. https://doi.org/10.3109/0142159X.2014.947946

Winter, R., Leanage, N., Roberts, N., Norman, R. I., & Howick, J. (2022). Experiences of empathy training in healthcare: A systematic review of qualitative studies. Patient Education and Counselling, 105(10), 3017–3037. https://doi.org/10.1016/j.pec.2022.06.015