ABSTRACT
The narrative reflective practice process shows the importance of creating pedagogical spaces to allow doctors to tell and retell, through narrative inquiry, their stories of their experiences. This pedagogical approach creates spaces for doctors to individually develop their own stories by which to live as doctors through narrative reflection on their interwoven personal, professional and cultural stories as they are shaped by, and enacted within, their professional contexts. Narrative reflective practice using parallel charts including dialogue groups with family medicine residents positively impacts residents’ professional identity in terms of making them more caring within their professional practice. The process of narrative reflective practice allows each doctor to tell his or her story, which then becomes the starting point for the group’s shared narrative inquiry. As the pedagogical space is composed, each writer or teller reads the story into the storied landscape of the group, and each participant sees the story differently.
