Objective: This study explored how the delivery of oral narratives from individuals with a lived experience of cancer influences empathy in healthcare students, comparing in-person versus digital methods in a lecture setting.
Sample and Setting: Tertiary healthcare students from primary and allied disciplines were recruited through the University of Adelaide and the University of South Australia.
Procedures: Students attended a one-hour session comprising a 40-minute narrative and an evidence-informed reflection exercise. Participants were blinded to whether they would receive the narrative in-person or via pre-recorded video. Empathy was measured pre- and post-session using the Jefferson Scale of Empathy – Health Provider Student version. Thematic analysis of written reflections was conducted to identify additional insights.
Results: A paired-samples t-test showed a significant increase in empathy scores across all participants following the narrative exposure, t(47) = 4.87, p < .001. ANCOVA results indicated that baseline empathy scores predicted post-intervention scores, F(1, 44) = 5.57, p = .023, but the mode of narrative delivery (in-person vs digital) had no significant effect, F(1, 44) = 0.003, p = .959. Thematic analysis of reflections revealed themes of personal and professional growth and a motivation to person-cantered care.
Conclusion: Lived experience narratives of cancer significantly enhance empathy among healthcare students. The method of delivery—whether in-person or digital—does not limit this impact, supporting the adaptability of narrative-based teaching in tertiary healthcare education.