Résumé
Background and objective: Narrative medicine, originally developed to enhance patient care through storytelling and reflective practices, has recently been adapted to medical education. Its application in dental education remains underexplored. This study evaluates the impact of a narrative dentistry program, integrated into the dental curriculum through a voxelization design, on students’ empathy and perceptions. Methods: A mixed-methods, single-center observational study was conducted over 26 months at the Faculty of Dental Surgery in Toulouse, France. Forty two fourth-year dental students participated in a series of narrative-based interventions embedded within existing coursework. Empathy was assessed using the Toronto Empathy Questionnaire (TEQ) at the beginning of the 4th year and mid-6th year. Semi-structured interviews were conducted with 11 students to explore their experiences and perceptions. Quantitative data were analyzed using the Wilcoxon signed-rank test; qualitative data underwent thematic analysis. Results: Quantitative analysis revealed a stability in TEQ scores between 4th and 6th years of study (p = 0.90). Thematic analysis identified four major themes: (1) variability in student receptiveness to narrative methods, (2) enhanced emotional engagement and realism in learning, (3) reflective writing as a tool for self-assessment and emotional processing, and (4) improved pedagogical effectiveness through voxelization—integrating narrative elements across the curriculum. Conclusion: The voxelized narrative dentistry program positively influenced students’ empathy and fostered deeper engagement with clinical practice. While not universally embraced, the narrative approach enriched the educational experience by promoting reflection, emotional awareness, and patient-centered care. This study lays the groundwork for broader implementation and further research into narrative pedagogy in medical education.