Zarei Afagh, Mojtahedzadeh Rita, Mohammadi Aeen, Sandars John, Hossein Emami Seyed Amir
Department of Medical Education, Medical School, Tehran University of Medical Sciences, Tehran, Iran.
Tehran University of Medical Sciences, Tehran, Iran.
Ann Med Surg (Lond). 2021 Jun 29;70:102528. doi: 10.1016/j.amsu.2021.102528. eCollection 2021 Oct.
Digital storytelling (DST), which combines traditional storytelling with digital tools, can provide a narrative pedagogy that promotes critical thinking (CT). However, we found no previous study in medical education.
The aim of the study was to investigate if DST can promote CT and, if so, which CT skills were improved. Thirty-two students participated in a non-equivalent control group pretest-posttest research study, with 16 in each group. The participants were fifth-year medical students on a hematology rotation. We compared the routine instructional method (control group) with DST (intervention group). The measures of CT used for the pre- and post-test in both groups was the Health Science Reasoning Test (HRST) and knowledge test. We also evaluated the satisfaction of the students in DST group. We used Paired and independent t-tests for comparing the mean scores. To eliminate the confounding effect of pre-test on the results of the intervention, the ANCOVA test was used.
There was no significant difference in the overall CT pretest scores (P-value = 0.51) between the control and intervention groupsbut the difference was significant for the post-test scores (P-value = 0.03). Although post-test scores showed a significant increase (P-value = 0.002) compared to pre-test scores in the intervention group, no significant increase was observed in the control group (P-value = 0.26). Most students considered that DST improved their CT, deep learning, communication skills and team-working.
The study demonstrated that DST promoted CT. We recommend the use of DST to promote CT in clinical education placements.
数字故事讲述（DST）将传统故事讲述与数字工具相结合，可提供一种促进批判性思维（CT）的叙事教学法。然而，我们未发现先前有医学教育方面的研究。
本研究旨在调查DST是否能促进批判性思维，若能，则哪些批判性思维技能得到了提高。32名学生参与了一项非等效对照组前后测研究，每组16人。参与者为血液学轮转的五年级医学生。我们将常规教学方法（对照组）与DST（干预组）进行了比较。两组前后测所使用的批判性思维测量工具为健康科学推理测试（HRST）和知识测试。我们还评估了DST组学生的满意度。我们使用配对t检验和独立t检验来比较平均分数。为消除前测对干预结果的混杂效应，使用了协方差分析（ANCOVA）测试。
对照组和干预组的总体批判性思维前测分数无显著差异（P值 = 0.51），但后测分数差异显著（P值 = 0.03）。尽管干预组后测分数与前测分数相比有显著提高（P值 = 0.002），但对照组未观察到显著提高（P值 = 0.26）。大多数学生认为DST提高了他们的批判性思维、深度学习、沟通技巧和团队协作能力。
该研究表明DST促进了批判性思维。我们建议在临床教育实习中使用DST来促进批判性思维。
