Abstract

Medical professionalism and clinical bioethics are sought-after competencies in the medical degree at Valparaiso University and teaching them is challenging. Narrative medicine as a pedagogical tool addresses issues associated with these, generating significant learning, while mindful practice refers to the systematic use of contemplative methodologies. With the aim of showing an innovative educational experience in medical professionalism that contemplates mindful practice or full attention in clinical and narrative medicine, during 2022 a practical-reflective workshop on professionalism was implemented, in the fifth year in the subjects of Adult Clinics, Pediatrics and Women's Health. Sessions included mindfulness practices and exposure to art (film, poetic reflection, literature, comics, museum immersion), as well as reflective writing. The course was divided into three sections, each participated in 6 sessions of 3 hours. The topic was prioritized by previous surveys of teachers and students. Each session included a guideline to evaluate the students' experience and perception. Participants completed a reflective rehearsal after the sixth session. 98 students participated and the analysis of reflective texts, stories and poems submitted voluntarily plus the feedback survey, indicated high acceptance of the activity, positive assessment of mindfulness experiences applicable to the clinic, learning environment and perception of wellbeing. Educating professionalism by generating spaces for reflection through a narrative medicine workshop and mindfulness practices is feasible and positively valued by medical students.