Purpose
Medical schools are increasingly adopting innovative approaches to foster belonging, strengthen professional identity, and support faculty well-being. We developed a storytelling initiative aimed at engaging educators through the sharing of personal and professional narratives. The primary goal was to leverage storytelling as a tool for leadership development and community-building, enhancing professional growth and cultivating a sense of shared purpose among medical educators.

Methods
The initiative was delivered through a series of lunchtime presentations, during which faculty members shared their journeys into medical education, including pivotal experiences, challenges, and moments of personal growth. Sessions emphasized narrative humility, authenticity, and active listening to foster psychological safety and encourage participation from a diverse faculty cohort. Participants received resources and guidance to help craft compelling narratives and explore storytelling as a leadership skill. An 11-item post-session survey was used to assess the impact on attendees’ sense of connection with the Nova Southeastern University (NSU) MD community, as well as changes in personal and professional awareness.

Results
More than 80% of attendees reported increased feelings of belonging, inclusion, and camaraderie following the storytelling sessions. 70% expressed interest in sharing their own stories in future sessions. Qualitative feedback emphasized enhanced confidence, appreciation for the vulnerability shared by peers, and a deeper sense of connection with the NSU MD community.

Conclusion
Storytelling is a meaningful, scalable strategy for faculty development that fosters empathy, connection, and professional identity formation. At NSU MD, this initiative has proven effective in strengthening a culture of inclusion and shared purpose. By encouraging faculty to share their lived experiences, storytelling promotes more compassionate leadership and supports the well-being of educators.