Context and setting The introduction of early experience into the undergraduate medical curriculum at Manchester Medical School in 2004 provided an opportunity to introduce pre-clinical students to issues of cultural diversity through authentic human contact. At the same time a pioneering organisation [Refugee and Asylum Seekers Centre for Healthcare Professionals Education (REACHE) North-west] which provides educational support for refugee and asylum-seeker health professionals, was seeking opportunities for its members to interact with local medical students. Why the idea was necessary It is widely accepted that medical curricula should address issues of cultural diversity, although it is not clear where in the curriculum it should be taught. Here was an opportunity to develop teaching to raise cultural awareness and to promote generalisable skills such as self-reflection to examine one's own attitudes, early in the medical course. What was done Small group-based (group size up to 12) teaching was attended by Year 2 students with a trained community tutor. First, the students divided into groups of 3 to play ‘Barnga’, a card game designed to simulate cultural clashes. Each group of 3 was given its own rules before they started playing. Speaking was forbidden. The groups of 3 were then mixed and started again, unaware that individuals were now playing together with different rules. Frustration and confusion followed. After several games they stopped and discussed the experience. A parallel was drawn with how it may feel to come from a different culture and break the unwritten rules of the society in which you find yourself. Next, a refugee doctor told the story of his or her experiences as an asylum seeker or refugee and about his or her life and work as a health professional before coming to the UK. Questions and facilitated discussion followed. Evaluation of results and impact In a short evaluation questionnaire completed by 308 students (81% of the year group), students agreed that their own attitudes towards the diverse perspectives of others were important (97%); that the story-based approach to learning about cultural diversity was valuable (90%), and that the session would affect their future relationships with patients (92%) and colleagues (85%). Free text comments revealed that the stories raised awareness of the plight of asylum seekers and refugees: ‘It was good to hear their experiences first hand, it made me realise how difficult it actually is for asylum seekers’; challenged their perceptions and dismissed stereotypes: ‘It was helpful to meet someone who completely contradicts the stereotyped portrayal of asylum seekers in the media’; and provided a unique insight into the difficulties facing these fellow health professionals: ‘... a very eye-opening session. I had very little idea about the asylum system and how it affects professionals who would like to work here’. The refugee doctors reported that participation in the teaching had enabled them to learn more about British culture, especially youth culture, improve their fluency and build confidence in speaking English. All said they would consider participating again. An unexpected outcome was that some students have contacted REACHE North-west and offered to work with the doctors to exchange language and clinical skills.