Fostering empathy and narrative competence through oral history videos in community-based medical education: a mixed-methods study.
6 affiliations
- 1Department of Community-based Family Medicine, Faculty of Medicine, Tottori University, Yonago, 683-8503, Japan. [email protected].
- 2Department of General Medicine, Hino Hospital Association Hino Hospital, Hino-gun, Tottori, 689-4504, Japan. [email protected].
- 3Tottori Medical Career Support Center, Tottori University Hospital, Yonago, 683-8504, Japan.
- 4National Health Insurance Daisen Clinic, Saihaku-gun, Tottori, 689-3314, Japan.
- 5Department of Community-based Family Medicine, Faculty of Medicine, Tottori University, Yonago, 683-8503, Japan.
- 6Department of General Medicine, Hino Hospital Association Hino Hospital, Hino-gun, Tottori, 689-4504, Japan.
Abstract
Background
Empathy and narrative competence are essential components of patient-centered care and professional identity formation in medical education. However, empathy often declines during medical training, and conventional communication programs may foster performed rather than authentic empathy. Narrative medicine offers a promising framework for cultivating humanistic understanding in medical education. Central to this approach is narrative competence, defined as the ability to recognize, absorb, interpret, and act upon the stories of others. This study explored how viewing and discussing oral history videos of local older adults could foster empathy and narrative competence among medical students in a community-based educational context.Methods
A convergent mixed-methods design with qualitative priority was employed. Twenty-seven fifth- and sixth-year medical students at Tottori University participated in a 60-minute session during their one-week community-based clinical placement. Participants viewed a 20-minute oral history video from a regional series featuring older residents' life stories, followed by a reflective group discussion. Empathy was assessed using the Japanese version of the Interpersonal Reactivity Index (IRI) before and after the session. Written reflections were thematically analyzed to explore experiential learning.Results
The total IRI score showed a small, non-significant increase (91.25 to 92.69; t = 0.82, p = 0.42, Cohen's d = 0.15). Thematic analysis identified nine categories, including recognizing the significance of listening to narratives, respecting individuality, recognizing patients' social and historical contexts, and reconsidering assumptions about older adults and patient care. Students described emotional resonance, reflective insight, and renewed awareness of patients' values and life histories.Conclusions
Although quantitative measures revealed minimal change, qualitative findings suggested short-term reflective engagement with patients' life histories, values, and social contexts. Oral history-based narrative education may enrich community-based medical training by linking empathy, reflection, and narrative listening, and may offer a concise approach for supporting context-sensitive, patient-centered care.
Related
- Bergen Barbers: A Student-Run Haircut and Grooming Service to Enhance Empathy, Clinical Comfort, and Patient-Centered Skills in Medical Education.
- The European Anthropological Association (EAA) position statement on anthropometry: education, competence, and scientific authority
- Ability of clinical assessment methods to differentiate levels of competence in undergraduate nursing education: a scoping review protocol.
- Shaping nursing identity: Empathy and personality in Chinese undergraduate education
- The effect of role play-based education on nursing students’ stigmatizing attitudes, empathy levels, and communication skills toward the care of individuals with substance use disorder
BibTeX
@article{son2026fostering,
title = {{Fostering empathy and narrative competence through oral history videos in community-based medical education: a mixed-methods study.}},
author = {Daisuke Son and Minako Kamimoto and Kazuoki Inoue and Shin-Ichi Taniguchi},
journal = {BMC medical education},
year = {2026},
month = aug,
doi = {10.1186/s12909-026-10057-5},
url = {https://europepmc.org/article/MED/42958292},
note = {CC BY-NC-ND},
}
RIS
TY - JOUR
TI - Fostering empathy and narrative competence through oral history videos in community-based medical education: a mixed-methods study.
AU - Daisuke Son
AU - Minako Kamimoto
AU - Kazuoki Inoue
AU - Shin-Ichi Taniguchi
PY - 2026
DA - 2026/08/01
JO - BMC medical education
DO - 10.1186/s12909-026-10057-5
UR - https://europepmc.org/article/MED/42958292
AB - Background Empathy and narrative competence are essential components of patient-centered care and professional identity formation in medical education. However, empathy often declines during medical training, and conventional communication programs may foster performed rather than authentic empathy. Narrative medicine offers a promising framework for cultivating humanistic understanding in medical education. Central to this approach is narrative competence, defined as the ability to recognize, absorb, interpret, and act upon the stories of others. This study explored how viewing and discussing oral history videos of local older adults could foster empathy and narrative competence among medical students in a community-based educational context.Methods A convergent mixed-methods design with qualitative priority was employed. Twenty-seven fifth- and sixth-year medical students at Tottori University participated in a 60-minute session during their one-week community-based clinical placement. Participants viewed a 20-minute oral history video from a regional series featuring older residents' life stories, followed by a reflective group discussion. Empathy was assessed using the Japanese version of the Interpersonal Reactivity Index (IRI) before and after the session. Written reflections were thematically analyzed to explore experiential learning.Results The total IRI score showed a small, non-significant increase (91.25 to 92.69; t = 0.82, p = 0.42, Cohen's d = 0.15). Thematic analysis identified nine categories, including recognizing the significance of listening to narratives, respecting individuality, recognizing patients' social and historical contexts, and reconsidering assumptions about older adults and patient care. Students described emotional resonance, reflective insight, and renewed awareness of patients' values and life histories.Conclusions Although quantitative measures revealed minimal change, qualitative findings suggested short-term reflective engagement with patients' life histories, values, and social contexts. Oral history-based narrative education may enrich community-based medical training by linking empathy, reflection, and narrative listening, and may offer a concise approach for supporting context-sensitive, patient-centered care.
SN - 1472-6920
ER -