An Intergenerational Storytelling Program in Medical Education: A Mixed-Methods Evaluation

Abstract Background Intergenerational programs benefit participants across generations by reducing ageism and promoting empathy and resilience. Despite compelling evidence supporting their effectiveness, formal integration into medical education remains limited. This study evaluated the impact of a narrative-based intergenerational program on medical students and older adults. Methods An eight-week elective course paired medical students with residents at a local senior living community for interviews focused on life experiences and personal stories. Standardized pre- and post-program surveys were administered to participating medical students and older adults, as well as to a comparison group of medical students not enrolled in the program. Surveys measured empathy, compassion, social connectedness, resilience, mental well-being, and wisdom. Paired t-tests evaluated within-group changes between pre- and post-program responses. A Mann-Whitney U test was used to compare outcomes between enrolled and non-enrolled medical students. Qualitative feedback was analyzed thematically. Results Statistically significant improvements were observed in medical students’ self-reported social connectedness (p = 0.037), empathy (p = 0.034), compassion (p = 0.010), and age-related perceptions (p = 0.013), as well as in older adults’ self-reported wisdom (p = 0.012) from pre- to post-program. Compared to non-enrolled peers, medical students in the program demonstrated significantly higher social connectedness (p = 0.004), empathy (p = 0.009), compassion (p = 0.046) and age-related perceptions (p = 0.004). Thematic analysis revealed that students valued opportunities to connect with community members in non-clinical settings, actively reflect on unconscious biases, and develop more positive attitudes toward older adults. Older adults provided constructive feedback on the program's logistics and noted the highlight of their experience as spending time with medical students in an individual setting. Conclusions These findings highlight the potential of narrative-based intergenerational programming to enhance key competencies in medical trainees while promoting wisdom in older adults. Integration of such programs into medical curricula may promote more empathetic and compassionate, age-inclusive healthcare while strengthening meaningful cross-generational connections.