Curator of Inside Stories and in-Training Staff Member
Columbia University
Annie Robinson completed a Master of Science in Narrative Medicine at Columbia University in 2014. She previously studied the healing power of stories as an undergraduate at NYU’s Gallatin School of Individualized Study.
Annie works as Narrative Coaching Specialist with Eating Disorder Recovery Specialists, helping individuals in the early stages of eating disorder recovery through mindfulness, meditation, yoga, and narrative practices. She is also the Program Officer at Health Story Collaborative, a non-profit that creates forums for individuals to tell their stories of personal health challenges, and curates another oral narratives projects called On the Road to Recovered: Voices from the Eating Disorder Recovery Community.
Annie is a coordinator and full-spectrum doula for The Doula Project in New York City, providing compassionate care for women during experiences of abortion, miscarriage, and fetal loss.
As a yoga teacher, writer, educator, and co-founder of NYC-based wellness community Pause, Breathe, and Connect, Annie shares her passion for integrative approaches to wellbeing. She is dedicated to creating spaces for people to explore the healing potential of interweaving of stories, spirituality, and somatic experience.
Inside Stories
Inside Stories is an oral narratives project which invites medical students to share their experiences in medical school in the form of brief podcasts published and archived on in-Training. The project aims to provide a means of personal healing, self-realization and empowerment through the sharing and receiving of personal stories, as well as to cultivate community among students in the often isolating medical school environment. The title Inside Stories reflects the project's mission to encourage students to go inside themselves and bring forth things that often go unspoken. It also represents the inside look listeners are granted into the sometimes private, challenging and confusing experiences students may have.
Made possible in part by a grant from the Arnold P. Gold Foundation and FJC.
How can doctors-in-training practice not just patient-centered, but family-centered medicine? Carissa, a graduating fourth-year medical student in Indianapolis intending to pursue an obstetrics and gynecology residency, shares the lessons she learned as a medical student when her mother was diagnosed with breast cancer.
How can doctors-in-training effectively voice doubt and dissent in the medical school environment? Joji, a fourth-year medical student who plans to go into family medicine, describes the conflicts he has had with his school’s administration, and what it feels like to live in fear of dismissal.
How can doctors-in-training honor the experiences of patients’ family members? Tarik, a fourth-year medical student, shares the lessons she learned from an Egyptian man who served as the primary caregiver for his wife, who had advanced multiple sclerosis.
How can doctors-in-training build relationships with patients despite language barriers? Chelsea, a fourth-year medical student who will soon begin family medicine residency training in Boston, recalls the lessons she learned about the power of nonverbal communication from a patient she met while working in Rwanda.
How can doctors-in-training overcome feelings of inadequacy? Robert, a fourth-year medical student in Philadelphia hoping to become a pediatric dermatologist, discusses the benefits of exposing his vulnerabilities.
How can doctors-in-training foster intimate connections to keep their passion for medicine alive? Sara, a rising medical intern in physical medicine and rehabilitation, reflects on the community activities she engaged in during medical school that allowed joy and presence to be a central part of her educational experience.
How can doctors-in-training create balance in their lives and not let school define them? Jazmin, a fourth-year medical student in Galveston, Texas who intends to begin pediatric residency next year, discusses how important it was for her to not solely identify as a student during the four years of medical school. She also espouses the benefits of creating a family-like community at school.
How can doctors-in-training integrate policy change with patient care? Matt, a fourth-year medical student in Philadelphia deciding whether to pursue clinical medicine at all, shares his divergent path through medical school that involved taking two years off. He reflects how his work with the government on systemic health care issues and later in medical communications informed and reinvigorated his work on the wards.
How can doctors-in-training protect themselves from the competitiveness and negativity often fostered in medical school? Roma, a fourth-year medical student at Jefferson pursuing a career in family medicine, describes how she shifted her goal from getting good grades to fostering strong relationships with patients.
How can doctors-in-training incorporate nutrition in their delivery of health care? Anne, an extended fourth-year medical student planning a career in integrative family medicine, shares her dream to centralize healthy nutrition in medical practice. She also describes her nutrition research that examines the effects of an anti-inflammatory diet for Crohn’s disease patients.
How can doctors-in-training get the support they need to get through difficult personal experiences? Mia, a fourth-year medical student from Pennsylvania who intends to become a hematologist, describes the devastating situation she endured when her best friend died during her second year in medical school. She also comments on the complications of treating people in hematology.
How can doctors-in-training not lose touch with the importance of forming relationships with patients as they continue in their training? Sasha, a fourth-year medical student who plans to go into neurology, expresses her concerns about sustaining an ideal model of patient care. She also shares how she deals with the emotions that practicing medicine triggers.
Curator of Inside Stories and in-Training Staff Member
Columbia University
Annie Robinson completed a Master of Science in Narrative Medicine at Columbia University in 2014. She previously studied the healing power of stories as an undergraduate at NYU’s Gallatin School of Individualized Study.
Annie works as Narrative Coaching Specialist with Eating Disorder Recovery Specialists, helping individuals in the early stages of eating disorder recovery through mindfulness, meditation, yoga, and narrative practices. She is also the Program Officer at Health Story Collaborative, a non-profit that creates forums for individuals to tell their stories of personal health challenges, and curates another oral narratives projects called On the Road to Recovered: Voices from the Eating Disorder Recovery Community.
Annie is a coordinator and full-spectrum doula for The Doula Project in New York City, providing compassionate care for women during experiences of abortion, miscarriage, and fetal loss.
As a yoga teacher, writer, educator, and co-founder of NYC-based wellness community Pause, Breathe, and Connect, Annie shares her passion for integrative approaches to wellbeing. She is dedicated to creating spaces for people to explore the healing potential of interweaving of stories, spirituality, and somatic experience.
Inside Stories
Inside Stories is an oral narratives project which invites medical students to share their experiences in medical school in the form of brief podcasts published and archived on in-Training. The project aims to provide a means of personal healing, self-realization and empowerment through the sharing and receiving of personal stories, as well as to cultivate community among students in the often isolating medical school environment. The title Inside Stories reflects the project's mission to encourage students to go inside themselves and bring forth things that often go unspoken. It also represents the inside look listeners are granted into the sometimes private, challenging and confusing experiences students may have.
Made possible in part by a grant from the Arnold P. Gold Foundation and FJC.
