This before-and-after study (without controls) with educational intervention was conducted at a municipal medical college to evaluate the effect of experiential learning in medical students by using narratives that focus on the affective domain. Medical students aged 18+ years, of either gender, were explained about the study. The participants took a pre-test, which was designed to seek the response of participants to ten bioethics-related narratives. Subsequently, the students were exposed to bioethics training wherein the narratives were discussed and a post-test, identical to the pre-test, was administered. A total of 120 students (53.33% females; 46.67% males) participated in the study. The gender differences in the pre- and post-test responses were not statistically significant. The difference was not statistically significant in pre- and post-test responses to questions in two narratives – surrogacy by childless couple and medical termination of pregnancy in case of congenital anomaly. The significant improvement in the post-test scores of participating students implied that they have inculcated the values learnt in their training. Narratives can simulate real-life situations and discussion on these narratives can help students in internalizing theoretical ethical concepts, improve moral reasoning and facilitate in handling certain ethical dilemmas that can improve doctor-patient relationship