The Student Perspectives Initiative: A Novel Program Integrating Medical Students' Own Personal Stories of Illness...

Narrative medicine programs are hallmarks of pre-clinical medical education, fostering patient understanding, empathetic communication, and professionalism. However, no structured programs at present exist for medical students to share their own personal experiences. Here, we designed, implemented, and evaluated the Student Perspectives Initiative (SPI), an original, student-led program empowering medical students to share their own personal stories with illness embedded within pre-clinical curricula. We deployed the SPI program as a series of 7-8 voluntary student presentations with Q&A lasting 30-60 minutes. A mixed methods survey was distributed to all medical students (N = 450) who had the program implemented during their pre-clinical training. Nearly half (N = 200) engaged with the SPI program (shared a story or attended sessions), and 26% (N = 52) completed surveys. Using Kirkpatrick's framework (Levels 1-3: Satisfaction, Learning, Behavior), we assessed program performance regarding educational enhancement, community building, and cultivation of medical humanism. Respondents highly rated the SPI program for its pedagogical effectiveness both in pre-clinical and clinical settings, reporting improved understanding of medical information, increased interest in course material, and greater confidence in counseling patients about their medical conditions. Respondents also noted a strengthened sense of peer community and deepened empathy after hearing student talks. In summary, this pilot study of an innovative program creating structured space for medical students to share their own patient experiences was praised by participants for its educational and community value. Similar narrative medicine programs may serve as powerful didactic tools in pre-clinical training to encourage reflective practice, promote healing through storytelling, and reinforce patient-centered care.

The online version contains supplementary material available at 10.1007/s40670-025-02450-4.