Healing Power of The Narrative in Medical Education

Medical education is constantly restructuring, based on the scientific developments and changing needs of countries. In any case, the goal is to improve the “goodness” of the people by applying the most ideal training method. Narrative medicine lets the doctor comprehend how the patient feels deeply and makes sense of their suffering. Structured stories enable us to move away from the negative experience and see from a different perspective. The aim of narrative-based education in medicine is to increase the skills of physician candidates by understand the case stories and to make analytical thinking, causal connection, and interpretation. It is known that narrative based learning is permanent. Clinical practices that conduct the diagnosis and treatment of diseases, which can be proven and give a conclusion are the basis of medicine. However, the uniqueness of the individual and the understanding of subjective elements also contribute to the diagnosis and treatment that cannot be ignored. To integrate approach of narrative-based medicine into evidence-based medicine, the patient-centered model should be adopted. The essence of the patient-centered approach is stories in narrative based medicine. Stories are tools that illuminate causality. Case stories not only define pathological conditions but also indicate how a disease course in a particular individual. Biomedical model explaining the diseases solely for biological and pathological reasons has evolved into a bio-psycho-social model in the process which the fact that diseases include psychological and social elements and thus this notion has occurred “there are no diseases in medicine there is a unique patient”. The fact that medicine must be evidence-based does not require the subjective aspect to be ignored. Because, subjectivity is a factor that facilitates decision making in diagnostic situations by illuminating the internal structure of data and can structure the treatment for that individual. The doctrine of “If you listen to the patient tells you the diagnosis” and humanism in practice is gradually disappearing. The purpose of this study is to examine why and how the narratives should exist in medical education and practice