In the dimly lit room of a bustling hospital, Lydia, a third-year medical student, found herself sitting beside Mr. Kumar, an elderly patient with a complex medical history. He began to recount his life story, sharing poignant memories and the emotional toll of his illness. As Lydia listened, she noticed a shift in her understanding. Mr. Kumar was no longer just a collection of symptoms and diagnoses; he was a person with a rich story of experiences. This moment of connection transformed Lydia's approach to his care, fostering a deeper empathy and a holistic understanding of his needs.Storytelling, as illustrated by Lydia's experience, is a powerful tool in medical education. It transcends the traditional didactic methods, offering a more profound and humanistic approach to learning. The importance of storytelling is increasingly recognised in clinical settings, where an understanding of a patient's story can have a significant impact on the provision of quality care. 1 Incorporating medical training with a storytelling aspect will assist educators in preparing future practitioners to be well-rounded in all aspects: clinical proficiency, depth in empathic engagement and cultural competence. This strategy would be congruent with a holistic model of patient care, meaning treating the patient as a whole person and not only looking at their medical condition. 2 While storytelling in medicine is a practice that is not of recent origins, it has deep roots in the past among different cultural backgrounds of the traditional healing practices and philosophies of antiquity. [1][2][3] Physicians of antiquity had a high appreciation for the role played by the stories of patients when diagnosing and treating illnesses because these very stories would present indispensable information about the life and environment of the patient. Therefore, from a historical perspective, it is evident that the role of storytelling fosters a comprehensive approach to healthcare. However, today's medical education is a broad context incorporating storytelling into interactive and reflective teaching methodologies and processes, which is more illustrative of the way this aspect has developed over time in teaching. 2 Several educational theories in modern medical education back the process of storytelling. For instance, narrative medicine signifies the importance of the doctor understanding the story of a patient as the cornerstone to better care. 2,4 The concept of reflective practice is well-established among healthcare professionals, whereby they reflect on their experiences with patients as a means of continuous learning and growth. At the same time, constructivist learning theory backs storytelling by stating that learners build knowledge through experience, as well as narratives, for effective and meaningful learning. 2 By combining storytelling with these pedagogical strategies, medical education can create a more dynamic and comprehensive learning environment. Moreover, interprofessional education frameworks use storytelling to enhance co...
