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.

中文翻译：

---

通过多学科专家小组的共识，制定清单以验证加纳在伊朗的教学设计模型为基础的叙事医学计划的框架

目的叙事医学是一种以患者为中心的方法，着重于叙事技能和自我意识的发展，在临床遭遇中融入了“主观，代表和从属”。获得叙事能力可提高临床表现，叙事可用于教授专业知识，同理心，多元文化教育和职业发展。进行这项研究的目的是制定清单，以通过小组共识来验证叙事医学计划的框架。方法该专家小组研究于2018年至2019年在伊朗伊斯法罕医科大学进行。它包括两个阶段：分两步开发框架，并组成专家小组分三轮对框架进行验证。根据加涅（Gagne）的理论，我们通过9次培训活动改编了三阶段叙事医学模型 开发了一个框架，然后在由7名专家组成的多学科专家小组中提出了清单以验证该框架。RAND / UCLA适当性方法用于评估专家的协议。通过电子邮件收到了第一轮意见。在第二轮和第三轮中，通过面对面会议促进了专家之间的互动和讨论，达成了共识。结果专家们批准了16个有效指标，并获得了100％的同意（中间值在7至9之间，最大为9，没有分歧），并且该框架得到了专家小组的验证。结论16个清单指标可用于评估叙事医学课程，作为提高教学效果和促进终身学习的简单实用指南。然后在由7名专家组成的多学科专家小组中编制了清单以验证该框架。RAND / UCLA适当性方法用于评估专家的协议。通过电子邮件收到了第一轮意见。在第二轮和第三轮中，通过面对面会议促进了专家之间的互动和讨论，达成了共识。结果专家们批准了16个有效指标，并获得了100％的同意（中间值在7至9之间，最大为9，没有分歧），并且该框架得到了专家小组的验证。结论16个清单指标可用于评估叙事医学课程，作为提高教学效果和促进终身学习的简单实用指南。然后在由7名专家组成的多学科专家小组中编制了清单以验证该框架。RAND / UCLA适当性方法用于评估专家的协议。通过电子邮件收到了第一轮意见。在第二轮和第三轮中，通过面对面会议促进了专家之间的互动和讨论，达成了共识。结果专家们批准了16个有效指标，并获得了100％的同意（中间值在7至9之间，最大为9，没有分歧），并且该框架得到了专家小组的验证。结论16个清单指标可用于评估叙事医学课程，作为提高教学效果和促进终身学习的简单实用指南。