Within clinical psychiatry, different types of writing exercises have been used to foster learning with medical students and resident physicians. As a requirement, third-year medical students at the University of Texas Southwestern Medical Center write a reflection paper on a topic of their choice drawn from their psychiatry clerkship experience (2). At Massachusetts General Hospital, junior psychiatry residents have used journal writing to comment on an occurrence, impression, dilemma, or countertransference feelings encountered while rotating on emergency psychiatry (3); and at Columbia University, a junior psychiatry resident elected to write imaginative narratives about three patients with severe and persistent mental illness. This exercise increased her empathy for and connection with her patients (4). Outside of psychiatry, within the larger medical profession, personal illness narratives have been used as a teaching tool to cultivate empathy in doctors-in-training (5).