Can the arts and humanities bring the patient’s voice centre stage in medical education?

‘Where is the patient’s voice in medical education?’ ask Gabrielle Brand and colleagues in their paper published in this issue of Medical Education (1). The answer to this question depends on the type of patient voice that you are referring to. On the one hand, there is the voice of the patient receiving health care, subject to the hierarchies of power in the patient‐clinician context (2), often unwell and unlikely to be strategically focussed on the educational needs of students.