Intro: Standards in otolaryngology residency education mandate empathy and tolerance for ambiguity as required competencies, yet many otolaryngology training programs lack a formal curriculum designed to develop these skills. The purpose of this study is to assess the impact of a novel medical humanities curriculum on resident empathy, social connectedness, and overall well-being in an otolaryngology residency program. Methods: Over a six-month period, five one-hour sessions of a medical humanities curriculum were implemented within the residency program. These sessions included group discussion and a written narrative component. Survey scores were summarized using means, standard deviation, and median, minimum, and maximum. The mean scores were compared using an ANOVA F-test under a linear mixed effects model, with a random subject intercept and the fixed effect of time. Between-session comparisons were conducted where p-values were adjusted for multiple testing using Tukey’s method. All the hypothesis tests were two-sided. The statistical analyses were performed in R version 4.2.2. Significance was assessed at a 5% level ( p < 0.05). Results: There was no statistically significant improvement in empathy, social connectedness, or well-being with the implementation of the humanities curriculum. However, all residents expressed satisfaction with the curriculum. Qualitative feedback indicated that the sessions facilitated career reflection and encouraged open discussion and appreciation of diverse perspectives. Conclusion: This pilot study did not demonstrate statistically significant improvements in empathy, social connectedness, or well-being among a small group of residents. Nevertheless, resident satisfaction and qualitative feedback suggest that the medical humanities may promote career reflection and provide a forum for the exchange of opinions and viewpoints.