Since its introduction into China as an emerging approach to optimizing physicianpatient relationships, narrative medicine has rapidly attracted the attention of many scholars in clinical medicine and the medical humanities. However, local medical colleges currently face multiple challenges: medical students have limited awareness of narrative medicine, show notable deficiencies in humanistic literacy, and possess narrative skills in need of improvement. In light of this, and to effectively enhance students understanding of narrative medicine and promote its practical implementation in higher medical education, this study proposes a localized model of narrative medicine structured around four key stages: stimulating awareness, autonomous learning, institutional support, and practical application. This model aims to contribute to the advancement of medical education.
Liu et al. (Tue,) studied this question.
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