Main Article Content

Marco Bresadola
Michele Fabbri
Mariasilvia Accardo


The narrative approach is an essential aspect of humanization of care. The so-called “narrative medicine” aims to empower patients to take ownership of their health and care needs (patient empowerment). The course described in this article involved some health professionals in the onco-hematology field, with the aim of developing the skills to rethink their role and motivation in a new system of interdependence with patients. The healthcare training based on the narrative approach, delivered through an e-learning platform, developed a highly interactive environment between teachers and professionals, who had different roles and professional status. The use of evaluation tools made it possible to measure the high effectiveness of the course and to propose new developments.

Article Details

Articles - Special Issue


Alberici, A. (2002). Imparare sempre nella società della conoscenza. Milano, IT: Mondadori.

Baker, L., Egan-Lee, E., Martimianakis, M. A., & Reeves, S. (2011). Relationships of power: Implications for interprofessional education. Journal of Interprofessional Care, 25, 98–104.

Balacheff, N., Ludvigsen, S., de Jong, T., Lazonder, A., & Barnes, S. (Eds.). (2009). Technology-enhanced learning principles and products. Cham, CH: Springer.

Bardes, C. L. (2012). Defining “patient-centered medicine”. The New England Journal of Medicine, 366, 782-783. doi: 10.1056/NEJMp1200070

Boniolo, G., & Maugeri, P. (Eds.). (2014). Etica alle frontiere della biomedicina. Per una cittadinanza consapevole. Milano, IT: Mondadori.

Brindley, J., Blaschke, L. M., & Walti, C. (2009). Creating effective collaborative learning groups in an online environment. The International Review of Research in Open and Distributed Learning, 10(3). doi: 10.19173/irrodl.v10i3.675

Cappuccio, A., Sanduzzi Zamparelli, A., Verga, M., Nardini, S., Policreti, A., Porpiglia, P. A., … Marini, M. G. (2018). Narrative medicine educational project to improve the care of patients with chronic obstructive pulmonary disease. ERJ Open Research, 4. doi: 10.1183/23120541.00155-2017

Charles, C., Gafni, A., & Whelan, T. (1999). Decision-making in the physician-patient encounter: revisiting the shared treatment decision-making model. Social Science & Medicine, 49, 651-661. doi: 10.1016/s0277-9536(99)00145-8

Charon, R. (2001). The patient-physician relationship. Narrative medicine: a model for empathy, reflection, profession, and trust. Journal of the American Medical Association, 286, 1897–1902.

Charon, R. (2006). Narrative Medicine. Honoring the stories of illness. New York, US: Oxford University Press.

Charon, R. (2007). What to do with stories: the sciences of narrative medicine. Canadian Family Physician, 53, 1265–1267.

Charon, R., & DasGupta, S. (2011). Narrative medicine, or a sense of story, Literature and Medicine, 29(2), vii–xiii. doi: 10.1353/lm.2011.0329

Comoglio, M. (1998). Educare insegnando. Apprendere ad applicare il cooperative learning. Roma, IT: Las.

De Finetti, B. (1970). Teoria delle probabilità. Sintesi introduttiva con appendice critica. Torino, IT: Einaudi.

Deledda, G., Mosconi, P., Renzi, C., & Goss, C. (2012). Il coinvolgimento del paziente nel processo clinico decisionale. Recenti Progressi in Medicina, 103, 384-390.

Gowda, D., Curran, T., Khedagi, A., Mangold, M., Jiwani, F., Desai, U., … Balmer, D. (2019). Implementing an interprofessional narrative medicine program in academic clinics: Feasibility and program evaluation. Perspectives on Medical Education, 8(19), 52–59. doi: 10.1007/s40037-019-0497-2

Greenhalg, T., & Hurwitz, B. (1999). Why study narrative? British Medical Journal, 318, 48-50. doi: 10.1136/bmj.318.7175.48

Holmström, I., & Röing, M. (2010). The relation between patient-centeredness and patient empowerment: A discussion on concepts. Patient Education and Counseling, 79(2), 167-172. doi: 10.1016/j.pec.2009.08.008

Istituto Superiore di Sanità. (2015). Linee di indirizzo sull'utilizzo della medicina narrativa in ambito clinico assistenziale per le malattie rare e cronico-degenerative. I Quaderni di Medicina de Il Sole 24 Ore Sanità (Allegato n.7, 24 feb.-2mar.2015).

Kemp, S. J., & Day, G. (2014). Teaching medical humanities in the digital world: affordances of technology-enhanced learning. Medical Humanities, 40, 125-130.

Marchalik, D. (2017). The return to literature-making doctors matter in the new era of medicine. Academic Medicine, 92(12), 1665–1667.

Marini, M. G. (2016). Narrative medicine: bridging the gap between evidenced-based care and medical humanities. Cham, CH: Springer.

Milota, M. M., van Thiel, G. J. M. W., & van Delden, J. J. M. (2019). Narrative medicine as a medical education tool: A systematic review. Medical Teacher, 41(7), 802-810. doi: 10.1080/0142159X.2019.1584274

Polvani, S., Mammucari, M., Zuppiroli, A., Bandini, F., Milli, M., Fioretto, L., … Giarelli, G. (2014). Narrative medicine, a model of clinical governance: the experience of the Local Health Authority of Florence in Italy. Clinical Practice, 11(5), 493–499. Retrieved from

Remein, C.D., Childs, E., Pasco, J.C., Trinquart, L., Flynn., D. B., Wingerter, S. L., … Benjamin, E. J. (2020). Content and outcomes of narrative medicine programmes: A systematic review of the literature through 2019. BMJ Open, 10(1). doi: 10.1136/bmjopen-2019-031568

Supper, I., Catala, O., Lustman, M., Chemla, C., Bourgueil, Y., & Letrilliart, L. (2015). Interprofessional collaboration in primary health care: A review of facilitators and barriers perceived by involved actors. Journal of Public Health, 37(4), 716–27. doi: 10.1093/pubmed/fdu102

Trentin, G. (1998). Insegnare ed apprendere in rete. Bologna, IT: Zanichelli.