Narrative medicine education shows no significant effect on residents' theoretical knowledge scores compared with lecture-based learning¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The meta-analysis found no statistically significant difference in theoretical knowledge scores between narrative medicine and LBL groups (SMD = 1.46, 95% CI −0.72 to 3.64, P = 0.19). → Dai Dongjun 2026

Evidence¶

Dai Dongjun 2026¶

Dai Dongjun, Fan Yuzhi, Zhang Wenbao, Wei Qichun. (2026). The effect of narrative medicine-based education on academic performance and humanistic communication in residency training: a systematic review and meta-analysis. Scientific Reports. https://doi.org/10.1038/s41598-026-53552-x

q3 · i? · quant-synthesis · r3

Random-effects meta-analysis of 9 randomized controlled studies (321 vs 322 residents) of theoretical knowledge examination scores. The pooled SMD = 1.46 (95% CI − 0.72 to 3.64) was not significant (P = 0.19), with extreme heterogeneity (I2 = 95.3%); no effect size conclusion is warranted.

"but not associated with the theoretical knowledge scores (9 studies with 321 residents in narrative medicine group and 322 in LBL group, SMD = 1.46, 95% CI − 0.72 to 3.64, P = 0.19; I2 = 95.3%)"

Discussion¶

Related Claims¶

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• Narrative medicine education improves residents' empathy ability compared with lecture-based learning, though with publication bias detected — related
• Residents report higher satisfaction with narrative medicine education than lecture-based learning, but the effect is not robust to publication-bias adjustment — related