***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: INTRODUCTION Narrative medicine develops professional and communication skills that align with Accreditation Council for Graduate Medical Education competencies . However , little is known about a narrative medicine curriculum 's impact on physicians in training during residency . Implementing a narrative medicine curriculum during residency can be challenging because of time constraints and limited opportunity for non clinical education . METHODS Six sessions were implemented throughout one academic year to expose first-year internal medicine residents ( interns ) to narrative medicine . Attendance and participation were documented . At the end of the year , interns completed an open-ended survey to gauge their perception of their experience with the sessions . RESULTS In total , 17 interns attended at least 1 narrative medicine session , and each session averaged 5.4 attendees . Thirteen eligible interns completed the survey . Thematic analysis identified 3 predominant themes : Mindfulness , physician well-being , and professionalism . DISCUSSION Overall , the narrative medicine sessions were well attended and the curriculum was well received . This intervention demonstrates the value of a narrative medicine curriculum during medical resident training . Large prospect i ve studies are necessary to identify the long-term benefits of such a curriculum Objective To determine the effectiveness of a narrative medicine educational intervention on the empathic abilities and academic achievement of Chinese nursing students . Methods A cluster r and omised controlled trial was conducted between January 2015 and July 2017 . Six class clusters ( two controls , four interventions ) comprising 180 nursing students were included in this trial . After pre-tests to obtain baseline measurements , two control classes ( Group 1 ) attended regular medical education courses , two intervention classes ( Group 2 ) received theoretical narrative medicine education for 1 term , and two intervention classes ( Group 3 ) received narrative medicine education that integrated theory with practice for 2 terms . The empathic ability and academic achievement of the groups were compared , and longitudinal changes in empathic ability were measured . Results Students in Group 3 showed higher empathic ability and academic achievement than students in Group 1 . Empathic ability was measured at six time points and showed between-group differences . The empathy scores of students in Group 3 increased abruptly after the two-term intervention . Conclusions Narrative medicine education that combines theory with practice is an effective strategy for improving nursing students ’ empathic ability and academic achievement OBJECTIVES Pregnancy options counseling , or nondirective counseling of patients with unintended pregnancy , is a " necessary competency " for medical students according the Association of Professors of Gynecology and Obstetrics .  Narrative Medicine ( NM ) utilizes stories of illness to inform clinical practice and promotes self-reflection in medical education . The authors analyzed the effect of a NM workshop on medical students ' ability to provide pregnancy options counseling . METHODS The authors r and omized students in the major clinical year at Columbia University Medical Center ( CUMC ) to either a 2-hour NM workshop or to a control intervention . The NM group participated in reading and reflective writing exercises addressing varying perspectives on pregnancy . Students then completed a video-taped and numerically-scored OSCE ( Objective Structured Clinical Examination )  regarding pregnancy options counseling . The authors compared mean OSCE scores between the groups . RESULTS The study analyzed 103 participants .  Overall mean OSCE scores were higher in the NM group ( 11.9 ± 1.5 , n = 51 ) than the control group ( 11.3 ± 1.6 , n = 52 ) ( p = 0.049 ) . CONCLUSIONS Students undergoing a NM workshop had higher scores on a pregnancy options counseling OSCE . PRACTICE IMPLICATION S This brief intervention may aid future physicians in providing nondirective pregnancy options . This novel approach to teaching is an easily shared learning tool 
    Output:
    
Well-described quantitative evaluations relied on 32 different measures ( 7 vali date d ) and showed evidence of high participant satisfaction and pre-post improvement in competencies such as relationship-building , empathy , confidence/personal accomplishment , pedagogical skills and clinical skills .
Qualitative evaluation identified high participant satisfaction and improvement in competencies such as relationship-building , empathy , perspective-taking/reflection , resilience and burnout detection/mitigation , confidence/personal accomplishment , narrative competence , and ethical inquiry .
CONCLUSION Evaluation suggests that NM programming leads to high participant satisfaction and positive outcomes across various competencies .