Number
441
Name
Patients as Teachers: A Qualitative Exploration of How Patient Stories Drive Adaptability, Empathy and Growth in Medical Training
Date & Time
Monday, June 8, 2026, 6:00 PM - 7:30 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Mary Mathew, Department of Pathology Kasturba Medical College, Manipal, Manipal Academy of Higher Education (MAHE), Manipal, Karnataka, India
Russell Franco D'Souza, Department of Education International Chair in Bioethics, Melbourne, Australia
Krishna Mohan Surapaneni, Panimalar Medical College Hospital & Research Institute, Chennai, India
Presentation Topic(s)
Instructional Methods
Description
PURPOSE
Exposure to authentic patient narratives offers valuable insight into the
psychosocial dimensions of illness, helping students connect clinical
reasoning with real-life experience. This study explored how engagement with
patient stories contributes to the development of adaptability, empathy and
personal growth among senior undergraduate medical students, supporting their
transition towards patient-centred practice.
METHODS
A qualitative approach was used. Twenty-four medical students (12 pre-final
year and 12 final year) participated in a structured narrative-based learning
activity in which patients shared their illness journeys, followed by guided
reflection facilitated by a faculty mentor. Data were gathered through
reflective narrative submissions and semi-structured focus group interviews.
Inductive thematic analysis was conducted to identify emerging patterns.
Credibility was supported through researcher triangulation and participant
confirmation of interpretations.
RESULTS
Students described a transformative impact of hearing patient perspectives,
reporting a shift from a symptom-based understanding towards a more holistic,
contextual approach to care. They expressed improved ability to adapt their
clinical reasoning when faced with uncertainty, guided by greater sensitivity
to individual patient needs. Many noted that witnessing vulnerability evoked
empathic responses and strengthened their awareness of emotional aspects of
care. Engagement with storytelling promoted reflective questioning of
personal assumptions and encouraged deeper self-awareness. Several
participants reported an evolving sense of professional identity oriented
towards compassion and patient advocacy.
CONCLUSIONS
Structured engagement with patient stories supports development of
adaptability, empathy and reflective growth among senior medical students.
Narrative-based learning complemented existing clinical teaching by providing
meaningful human context and encouraging learners to rethink their approach
to patient care. Integration of such strategies into clinical training may
enhance readiness for complex practice settings and promote development of
compassionate, context-responsive future practitioners.
Exposure to authentic patient narratives offers valuable insight into the
psychosocial dimensions of illness, helping students connect clinical
reasoning with real-life experience. This study explored how engagement with
patient stories contributes to the development of adaptability, empathy and
personal growth among senior undergraduate medical students, supporting their
transition towards patient-centred practice.
METHODS
A qualitative approach was used. Twenty-four medical students (12 pre-final
year and 12 final year) participated in a structured narrative-based learning
activity in which patients shared their illness journeys, followed by guided
reflection facilitated by a faculty mentor. Data were gathered through
reflective narrative submissions and semi-structured focus group interviews.
Inductive thematic analysis was conducted to identify emerging patterns.
Credibility was supported through researcher triangulation and participant
confirmation of interpretations.
RESULTS
Students described a transformative impact of hearing patient perspectives,
reporting a shift from a symptom-based understanding towards a more holistic,
contextual approach to care. They expressed improved ability to adapt their
clinical reasoning when faced with uncertainty, guided by greater sensitivity
to individual patient needs. Many noted that witnessing vulnerability evoked
empathic responses and strengthened their awareness of emotional aspects of
care. Engagement with storytelling promoted reflective questioning of
personal assumptions and encouraged deeper self-awareness. Several
participants reported an evolving sense of professional identity oriented
towards compassion and patient advocacy.
CONCLUSIONS
Structured engagement with patient stories supports development of
adaptability, empathy and reflective growth among senior medical students.
Narrative-based learning complemented existing clinical teaching by providing
meaningful human context and encouraging learners to rethink their approach
to patient care. Integration of such strategies into clinical training may
enhance readiness for complex practice settings and promote development of
compassionate, context-responsive future practitioners.
Presentation Tag(s)
International Presenter