Mills Jenna M, Guy Jason W, Oestreich Julie H
Department of Pharmacy Practice, College of Pharmacy, University of Findlay, Findlay, OH 45840, USA.
Department of Pharmaceutical Sciences, College of Pharmacy, University of Findlay, Findlay, OH 45840, USA.
Pharmacy (Basel). 2022 Apr 15;10(2):45. doi: 10.3390/pharmacy10020045.
Digital storytelling is a type of active learning that allows instructors to simulate real-life situations through a series of connected videos. While this technique has been used in other healthcare education disciplines, its use in pharmacy has not been well documented. A digital storytelling model was incorporated in a required self-care pharmacy course to assess if the technique was helpful to improve the knowledge, confidence, and satisfaction of students. Due to a shift in online learning, the self-care course offered a remote exam review session containing a digital storytelling model, and this approach was compared to an in-person exam review that followed a lecture-based model held earlier in the course. Pre- and post-knowledge assessments were given to determine the impact of the digital storytelling review. There were 50 students involved in both sessions and there was a 70% response rate in the digital storytelling group and a 90% response rate in the lecture-based group. Students’ knowledge numerically improved, but not to a statistically significant level for most questions. Nonetheless, students reported more confidence (p < 0.05) in their ability to pass the upcoming exam following the digital storytelling review. Thematic analysis revealed that the digital storytelling session was engaging and interactive, though time-management and breakout rooms could be further optimized. Based on these results, exam review in a required self-care pharmacy course using a digital storytelling format may be a suitable method for students to apply course content and may particularly be of utility in online or hybrid courses.
数字故事讲述是一种主动学习方式，它使教师能够通过一系列连贯的视频来模拟现实生活情境。虽然这种技术已在其他医疗保健教育学科中使用，但其在药学领域的应用尚未得到充分记录。在一门必修的自我护理药学课程中纳入了数字故事讲述模型，以评估该技术是否有助于提高学生的知识、信心和满意度。由于在线学习的转变，自我护理课程提供了一个包含数字故事讲述模型的远程考试复习环节，并将这种方法与课程早期采用的基于讲座模式的面对面考试复习进行了比较。进行了知识前后评估，以确定数字故事讲述复习的影响。两个环节共有50名学生参与，数字故事讲述组的回应率为70%，基于讲座组的回应率为90%。学生的知识在数字上有所提高，但对于大多数问题而言，未达到统计学上的显著水平。尽管如此，学生报告称，在经过数字故事讲述复习后，他们对通过即将到来的考试更有信心（p < 0.05）。主题分析表明，数字故事讲述环节引人入胜且具有互动性，不过时间管理和分组讨论室可以进一步优化。基于这些结果，在必修的自我护理药学课程中采用数字故事讲述形式进行考试复习，可能是学生应用课程内容的一种合适方法，尤其在在线或混合课程中可能很有用。
