Abstract The implementation of narrative medicine in graduate medical education residency programs is on the rise but has not yet been adopted by pathology residency programs. Pathology training, due to its emotional intensity and relative isolation, is uniquely positioned to incorporate reflective, collaborative trainings into didactics. We describe the design and implementation of a narrative medicine-inspired interdisciplinary pedagogy, focused on meaning and motivation, value and authenticity, ambiguity and uncertainty, imposter syndrome and resiliency, health equity, and joy. We believe these teachings have increased camaraderie among trainees in our program, improved residency culture, and as a result, we encourage adoption of narrative medicine didactics by other pathology training programs.
Low et al. (Wed,) studied this question.