Qualitative Analysis of a Teacher’s Reflections on Medical Students Using Public Narratives to Promote Health

Abstract

A qualitative, inductive content analysis was done to explore a teacher's reflections on the experiences of a team of medical students using public narratives to promote health within a Colombian university. Data were collected from the teacher's written reflective journal and an academic report, the latter, submitted by the medical students. ‘Being mobilized’ emerged as an overarching category. The experiences were described in three interrelated categories: team involvement, barriers and countering these barriers. In terms of team involvement, students were motivated, committed, connected with people and frustrated. On the other hand, barriers such as doubts and discomfort remarked, and finally these barriers were countered through training, practice and teamwork. As conclusion, the public narrative framework has changed the way medical students think about how to mobilize people for health promotion in a university. Narrative approaches are gaining strength as sources of motivation to support the adoption of healthy behaviors.