UNESCO Story Circles: An Effective Tool for Intercultural Competency Development in the Medical Education Context?

Introduction: Preparing healthcare professionals to work in diverse global contexts requires structured intercultural competence training, yet such approaches remain limited in medical education. UNESCO Story Circles, designed to foster cultural safety and inclusion, may provide a practical tool. This study evaluates their impact within a culturally diverse School of Medicine community.
Methods: Graduate Entry medical students and MSc Public Health students participated in Story Circle sessions during School orientation days in 2025 (n=193, with 92 Canadian nationals in the cohort). The activity introduced UNESCO’s concept and storytelling protocol before structured rounds of small group dialogue and reflection. An optional online survey (Qualtrics) collected feedback using 5 point Likert scales and open text commentary. Descriptive statistics summarized perceived value, delivery quality, benefits, challenges, and future actions.
Results: The response rate was 48% (93/193). Participants reported positive experiences and meaningful learning outcomes. The average rating for “listening for understanding” was 4.33/5 (SD 0.97). Most agreed the activity encouraged interest in cultural similarities and differences, enhanced respect for others’ feelings, and 48/93 intended to apply learning in healthcare/education. Commentary described the activity as eye opening and valuable, though time constraints were noted. Suggestions included lighter questions for better engagement. Future actions involved empathetic engagement, focus on cultural differences, and participation in cultural events.
Conclusion: UNESCO Story Circles offer accessible, authentic and engaging experiences to foster relationship building, empathy, and intercultural awareness in medical education. Participant feedback indicates immediate activity value for promoting connectivity and inclusive practice within healthcare training. Findings are limited by self reporting and longitudinal, qualitative research is needed to confirm sustained impact and guide integration at different stages of training.
(UL Ethics 2025_06_28_EHS)