Women's experience of participating in a storytelling intervention about abnormal uterine bleeding for medical student education

Introduction: Storytelling of lived experience could be an effective educational intervention to enhance empathic communication during medical training. The aim of this study is to describe women's experiences of participating in a storytelling intervention for medical students, consisting of live online and recorded stories about their lived experience of abnormal uterine bleeding. Methods: Semi-structured interviews were conducted with women who had lived experience of abnormal uterine bleeding and who participated in a storytelling intervention for medical students. Interviews were recorded and transcribed verbatim. A reflexive thematic analysis approach was used for analysing the data. Results: Eight women participated in interviews, five online, two by telephone and one responding to interview questions by email. The analysis produced five themes: (1) empowered by opportunity to provide guidance to students, (2) empowered by advocating for women, (3) therapeutic to share and hear lived experiences, (4) preference for a pragmatic online format and (5) safe and comfortable setting for sharing experiences. Conclusion: Women had a meaningful and therapeutic experience of participating in the storytelling intervention. Storytelling interventions for health professional education may work well for people with lived experience when a practical or flexible online format is offered, which contributes to a safe and comfortable environment.