"Getting Started": A Pilot Introductory Narrative Writing Session for Interprofessional Faculty in Academic Health...

Area of Science:

• Medical Education
• Health Professions Education
• Academic Writing

Background:

• Faculty in academic health sciences centers require strong writing skills for publication.
• Developing interprofessional collaboration and empathy is crucial for effective healthcare teams.
• Narrative-based approaches can enhance both writing and interpersonal competencies.

Purpose of the Study:

• To pilot an introductory narrative writing session for interprofessional faculty.
• To foster faculty writing for peer-reviewed publication.
• To establish a framework for collaborative and empathic interprofessional teams.

Main Methods:

• A pilot narrative writing session was offered to interprofessional faculty.
• Participants engaged in an experiential seminar and a writing workshop.
• A mixed-methods evaluation assessed participant satisfaction and educational efficacy.

Main Results:

• Faculty reported high satisfaction with the narrative writing session.
• Participants showed growth in communication, self-reflection, writing confidence, and empathy.
• 100% of learners rated the session as "very good" or "excellent" in quality and value.

Conclusions:

• Narrative-based education is effective for enhancing faculty writing competencies.
• The session fostered essential skills for building collaborative and empathic interprofessional teams.
• This approach promotes high-quality education, research, and patient care.