A narrativa como ferramenta pedagógica na formação médica: uma revisão de escopo analítico-reflexiva

Abstract

Narrative Medicine has been widely utilized in medical education over recent decades to develop skills and competencies related to empathy, critical reflection, and communication. However, there is limited systematic data in the literature regarding the actual impacts and applications of this tool in training new physicians. This scoping review aims to explore and summarize the current scientific knowledge on the pedagogical effects and uses of Narrative Medicine. Searches were conducted in the Medline, PubMed, and Virtual Health Library databases using descriptors selected according to the Medical Subject Headings (MeSH). Studies published between 2019 and October 2024, employing qualitative, quantitative, or mixed methodologies and written in English, Spanish, or Portuguese, were included for analysis. The search yielded 32 articles, which were organized into three categories. A significant portion of the publications highlighted the benefits of Narrative Medicine in fostering various interpersonal skills.Additionally, certain programs demonstrated that narrative competence could serve as an agent of social transformation, aiding in the education of social determinants of health and supporting the implementation of anti-racist initiatives, for instance. Furthermore, the data suggests that Narrative Medicine is similarly effective in residency programs as in undergraduate training. Nonetheless, most studies present a low level of evidence, limiting the ability to draw broad generalizations. We recommend expanding research in this field, with an emphasis on randomized controlled trials.