Cultivating narrative humility in medical education through community‐based narrative encounters

Abstract

AbstractThis chapter discusses how community‐based narrative encounters can enhance medical students’ narrative humility, the practice of recognizing the value of multiple narratives of health and reducing narrative privileging. The study in this chapter suggests that through exposure to individuals’ lived experience of health, medical students are able to recognize both professional and personal narrative bias, leading to reflection on improved patient‐centered care centered on testimonial justice and narrative respect.