Tabriz University of Medical Sciences Research and Development in Medical Education 2322-2719 14 1 2025 01 01 Using Interactive Storytelling to Teach Foundational Concepts in Medical Education: A Novel Educational Intervention 33338 33338 10.34172/rdme.025.33338 EN Shalaleh Aghaei https://orcid.org/0000-0002-5968-7033 Saeideh Ghaffarifar https://orcid.org/0000-0001-8894-381X Mehrnaz Mahmoodabadi https://orcid.org/0000-0002-3396-5197 Journal Article 10.34172/rdme.025.33338 2025 05 09 2025 06 04 Background: Storytelling is a powerful educational method that encourages reflection and deeper understanding of complex concepts. Storytelling as a learner is commonly used in other disciplines, yet its application in medical education is limited. This study sought to evaluate the use of storytelling as a pedagogical approach in a workshop with medical students and assess its impact on students’ knowledge and attitudes towards core concepts of medical education. Methods: Interactive workshops were implemented using a storytelling approach based on a fictional diary of a dental student. Participants engaged in story-based discussions in a book-club format, followed by introduction of the main educatio by the facilitator. A pre-post questionnaire was used to assess students’ knowledge and attitudes. Quantitative data were analyzed with paired t-tests, and Cronbach’s alpha was used to assess internal consistency. Participants’ open-ended feedback was reviewed thematically to better understand perceptions of students regarding the storytelling method. Results: Out of 80 participants, 76 finished the pre- and post-tests (95 percent response rate). Post-workshop scores showed notable improvements in knowledge (Mean±SD: 12.9±2.3 to 17.8±1.9; P<0.001) and attitudes (Likert mean score: 3.4±0.6 to 4.2±0.5; P<0.001). The internal consistency of the questionnaire was acceptable (Cronbach’s α=0.82). participants gave positive comments, and emphasized how memorable and captivating the workshops were. Conclusion: Storytelling is a powerful teaching method in medical education that can increase students’ emotional and cognitive engagement. It encourages reflection, active learning, and higher levels of learner satisfaction.