Of the many articles, studies and literature reviews examined, in order to create a conceptual framework of pedagogical tools that establishes a culture of empathy, the educational interventions must include a variety. Furthermore, “educators should use effective educational strategies if they wish to promote empathy in medical students” (Stepien & Baernstein, 2006, p. 525). This means that multiple tools are needed in order to meet objectives and to produce competent learners from a variety of multiple intelligences.

     Not only does there need to be a variety of educational practices, it is essential that, "educators who believe in the concepts of learning styles, brain-based education, and multiple intelligences bring an approach and attitude to their teaching of focusing on how students learn and the unique qualities of each learner" (Guild, 1997, p. 30). Furthermore, “at the heart of humanistic approaches to medicine: to ‘rehumanize’ the relationships between doctors and patients, students, and teachers such that the value of human beings is realized, not as a means to an end, but as an end in itself” (Kumagai, 2008, p. 657).

      While narrative inquiry also involves an immense about of self-reflection, so does interpersonal skills training. There must be a balance of art and science as, “the humanities engage the emotions as well as the intellect, thereby achieving deep understanding of and insight into the experience of another” (Shapiro et al., 2004, p. 74). Therefore, incorporating aspects of the narrative approach, interpersonal skills training and experiential learning

on a regular basis. The conceptual framework produces a well-rounded            medical student that values empathy.