A Value-Added Health Systems Science Intervention Based on My Life, My Story for Patients Living with HIV and Medical Students: Translating Narrative Medicine from Classroom to Clinic.

In 2018-2019, at the Keck School of Medicine of the University of Southern California (KSOM), we developed and piloted a narrative-based health systems science intervention for patients living with HIV and medical students in which medical students co-wrote patients' life narratives for inclusion in the electronic health record. The pilot study aimed to assess the acceptability of the "life narrative protocol" (LNP) from multiple stakeholder positions and characterize participants' experiences of the clinical and pedagogical implications of the LNP. Students were recruited from KSOM.

Patient Co-Participation in Narrative Medicine Curricula as a Means of Engaging Patients as Partners in Healthcare: A Pilot Study Involving Medical Students and Patients Living with HIV.

This paper describes a pilot study of a new model for narrative medicine training, "community-based participatory narrative medicine" (CBPNM), which centers on shared narrative work between healthcare trainees and patients. Nine medical students and eight patients participated in one of two, five-week-long pilot workshop series. A case study of participants' experiences of the workshop series identified three major themes: (1) the reciprocal and collaborative nature of participants' relationships; (2) the interplay between self-reflection and receiving feedback from others; and (3) the clinical and pedagogical implications of the CBPNM model.

Visualizing context through theory deconstruction: a content analysis of three bodies of evaluation theory literature.

While the evaluation field collectively agrees that contextual factors bear on evaluation practice and related scholarly endeavors, the discipline does not yet have an explicit framework for understanding evaluation context. To address this gap in the knowledge base, this paper explores the ways in which evaluation context has been addressed in the practical-participatory, values-engaged, and emergent realist evaluation literatures. Five primary dimensions that constitute evaluation context were identified for this purpose: (1) stakeholder; (2) program; (3) organization; (4) historical/political; and (5) evaluator.