Podcast Helps Students Find Their Voice Before Their Specialty

The Principles of Clinical Medicine curriculum team, the Teaching and Learning Center and the Narrative Reflection Podcast Task Force partnered to produce "Scrubbed In: Narratives from the Front Lines," a podcast now available on all major podcast platforms.

We all know medical school is known for its demanding coursework, long hours, intense studying and steep learning curve. Students quickly become immersed in anatomy, physiology and clinical skills as they prepare to care for future patients.

But some of the most important lessons in medicine are harder to teach.

They happen in moments of uncertainty like during hard conversations with patients and families. It's the kind of experiences that shape not only how students practice medicine but also who they become as physicians.

For Faria Abdullah, MD, assistant dean of Clinical Skills Training and assistant professor of Pediatrics at the University of Tennessee Health Sciences College of Medicine, those moments deserved a permanent place in the curriculum.

She found one in an unexpected format: a podcast.

College of Medicine Executive Dean Michael Hocker, MD, joined "Scrubbed In: Narratives from the Frontlines" as a special guest for an upcoming episode, sharing personal insights from his own journey in emergency medicine and the experiences that have shaped his approach to clinical care and leadership.

Connection Made Easy

"Scrubbed In: Narratives from the Front Lines" was created as part of the Principles of Clinical Medicine (PCM) curriculum, to help first-year medical students reflect on the human side of medicine through stories written by fourth-year students during their clinical rotations. The podcast replaces a traditional book-based reflection assignment with authentic, near-peer narratives that students can listen to wherever they are.

Previously, students were asked to read a book and complete a written reflection as part of the narrative reflection curriculum. While the assignment was designed to encourage empathy and professional growth, many students said they struggled to connect with it.

"Students told us they weren't finding the experience as meaningful as we had hoped," Dr. Abdullah said. "I wanted to preserve the purpose of narrative reflection while creating something that felt more relevant, engaging and connected to their own journey."

Rather than asking students to imagine someone else's experience, Dr. Abdullah looked to the reflections being written by current College of Medicine fourth-year students in the PCM course. Their stories captured moments of uncertainty, connection, growth and the emotional responsibility that comes with caring for patients.

Those raw reflections became the foundation for "Scrubbed In: Narratives from the Front Lines."

"The strength of the podcast is that these stories are real," Dr. Abdullah said. "They come from students who, only a few years ago, were sitting where our first-year students are today. Their honest and vulnerable stories encourage students to begin thinking about the kind of physicians they hope to become."

Bringing the podcast to life required collaboration across the College of Medicine.

Dr. Abdullah worked alongside Rebekah Shappley, MD, assistant dean of Clinical Skills Training; Alise Miller, PCM preceptor coordinator; and Emily Duet, pre-clinical PCM course specialist to develop the curriculum-based innovation. The Teaching and Learning Center partnered with the team to record, edit and produce the podcast, while the Narrative Reflection Podcast Task Force (made up of first-year students Alexis Halama, Emma Brennan, Ahmed Motiwala, Amelia Mullis, and Riya Valauliker) helped transform student reflections into engaging episodes.

Even the music reflects the collaborative spirit behind the project. Taylor Elliott, a current third-year medical student, composed the original score, which makes the podcast a learning experience created not only for students but also by students.

"It has truly been a team effort," Dr. Abdullah said. "From the students who shared their stories to the Teaching and Learning Center and everyone involved in the creative process, each person helped bring this vision to life."

A podcast recording in progress featuring first-year medical students (from left) Amelia Mullis, Riya Valauliker and Emma Brennan.

Medicine Evolves, So Education Must Adapt

While the podcast represents a new approach to narrative reflection, Dr. Abdullah sees it as part of a larger shift in medical education.

"This is a new generation of learners, and we need to be willing to adapt our teaching methods to meet them where they are," she said.

She points to tools such as simulation, point-of-care ultrasound, virtual patient cases, artificial intelligence-supported patient encounters and digital reflection activities as opportunities to create more active learning experiences. In clinical settings, technologies such as telehealth and clinical decision support can help prepare students for modern practice while improving patient care.

"Technology should never replace human connection," Dr. Abdullah said. "It should help students learn more deeply, reflect more meaningfully and become more compassionate and competent physicians."

That philosophy is what makes "Scrubbed Narratives from the Front Lines" more than a podcast.

Each episode invites students to slow down, listen and consider the experiences of someone who has recently walked the same path. Long before they choose a specialty or begin residency, they're reminded medicine is built not only on knowledge but also on empathy, humility and humanity.

Listen to "Scrubbed In: Narratives from the Front Lines" anywhere you find podcasts.