Effective Narratives

The Problem:
There are strong pedagogical and theoretical arguments for the benefits of narrative learning (learning through narratives, or stories) in medical education, especially in the domains of meaning-making, reflection on practice, and the development of clinical reasoning.

The Gap:
However, there remains a dearth of information regarding the extent to which lecturers use narratives, what types of narrative lecturers are using, how to effectively utilize narratives might promote learning, and what aspects of narratives increase audience engagement.

The Hook:
Integration of narratives in traditional lectures provides a relevant context for learners by drawing them in to the story and engaging them. Medical educators should utilize varied narrative structures and categories depending on the educational context— for example, character-driven stories in particular may be better remembered by learners, especially narratives with relevance to their own professional context (for example, clinical cases).

The Takeaway:
Narratives are a valuable learning tool which tap into several key learning processes including providing a relevant context for understanding, engaging learners, and promoting memory. For lecturers or faculty interested in using narratives—especially stories—as a teaching tool, this presentation offers greater awareness of their potential and some guidance in how to develop them in a more focused way.