Abstract
Background: The narrative approach emerged in the late 19th century to humanize medicine, and narrative medicine was proposed to cultivate four skills, including empathy, reflection, professional commitment, and trust. Objectives: The present study aimed to describe the challenges of implementing the first narrative medicine course in Iran. Methods: This qualitative study was conducted using an inductive approach in 2020. In total, 18 medical interns were selected via purposive sampling and enrolled in the study. Data were collected via in-depth semi-structured individual interviews. Data analysis was performed in the MAXQDA10 software. Results: In total, 523 codes were extracted, and the identified challenges were classified into three main categories and eight subcategories, including individual barriers (learners' attitudes, individual identity, and opposition to the clinical teacher), educational barriers (unsupported change, disorganization of sessions, educational atmosphere, and hidden curriculum), and environmental barriers (physical factors). Conclusions: According to the results, the narrative approach in medicine could be used efficiently through subsequent courses in various medical universities. It is recommended that expert opinions be considered in the implementation of such courses.