“…According to Charon (2006), these teaching methods "may strengthen those cognitive and imaginative abilities that are required for one person to take in and appreciate the representation-and therefore the reality-of another" (p. 113). As such, close reading of illness novels provides a valuable perspective on the medical curriculum (Florijn & Kaptein, 2013) because doing so develops attention, representation, and affiliation (Charon, Hermann, & Devlin, 2016), increases medical students self-reported levels of empathy and satisfaction with the clinical encounter (Kaptein, Hughes, Murray, & Smyth, 2018), and facilitates complex issues such as breaking bad news with patients (Skye, Wagenschutz, Steiger, & Kumagai, 2014). Therefore, exploring illness representations in narratives through close reading may enable medical students, future doctors, and physicians to recognize this same language when it appears in clinical practice interaction.…”