Abstract: Narrative medicine, which combines narrative literature and medicine, contributes to the effective implementation of medical humanities. To promote the practice of narrative medicine in China′s undergraduate education, this study examines Brown University, the first Ivy League university in the United States to incorporate narrative medicine into compulsory undergraduate course; and systematically analyzes its narrative medicine practice project, ″my life, my story″ (MLMS). The MLMS project consists of three main components: patient life story interviews, reflective writing and team reports. Its key features include a short implementation cycle, strong operability, and adaptability to preclinical courses, elective courses and clinical clerkships. The project′s effectiveness has been empirically validated. The MLMS project demonstrates that narrative medicine education is not confined to the classroom; medical students′ empathy can be enhanced through reflective writing; independent learning ability is a key factor in practicing narrative medicine. Additionally, training localized instructors is crucial for successfully implementing narrative medicine education in China.

Key words: Students, medical, Narrative medicine, MLMS program, Brown University, Implication