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Narrative medicine as a means of training medical students toward residency competencies
Patient Education and Counseling
  • Shannon L. Arntfield, Western University
  • Kristen Slesar, Columbia University Irving Medical Center
  • Jennifer Dickson, Columbia University
  • Rita Charon, Columbia University
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Objective: This study sought to explore the perceived influence of narrative medicine training on clinical skill development of fourth-year medical students, focusing on competencies mandated by ACGME and the RCPSC in areas of communication, collaboration, and professionalism. Methods: Using grounded-theory, three methods of data collection were used to query twelve medical students participating in a one-month narrative medicine elective regarding the process of training and the influence on clinical skills. Iterative thematic analysis and data triangulation occurred. Results: Response rate was 91% (survey), 50% (focus group) and 25% (follow-up). Five major findings emerged. Students perceive that they: develop and improve specific communication skills; enhance their capacity to collaborate, empathize, and be patient-centered; develop personally and professionally through reflection. They report that the pedagogical approach used in narrative training is critical to its dividends but misunderstood and perceived as counter-culture. Conclusion/Practice implications: Participating medical students reported that they perceived narrative medicine to be an important, effective, but counter-culture means of enhancing communication, collaboration, and professional development. The authors contend that these skills are integral to medical practice, consistent with core competencies mandated by the ACGME/RCPSC, and difficult to teach. Future research must explore sequelae of training on actual clinical performance. © 2013 Elsevier Ireland Ltd.

Citation Information
Shannon L. Arntfield, Kristen Slesar, Jennifer Dickson and Rita Charon. "Narrative medicine as a means of training medical students toward residency competencies" Patient Education and Counseling Vol. 91 Iss. 3 (2013) p. 280 - 286
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