Atiah Nafisa, Dahlseide Paulette, Sharmin Nazlee, Ganatra Seema, Perez Arnaldo
School of Dentistry, Faculty of Medicine and Dentistry, University of Alberta, Canada.
J Dent Educ. 2024 Jan;88(1):92-99. doi: 10.1002/jdd.13396. Epub 2023 Oct 22.
Storytelling has been infrequently used in dental education to link clinical knowledge and practice. Our study aimed to explore dental students' views of instructor storytelling with an emphasis on clinical reasoning within a case-based oral pathology seminar.
Qualitative description guided the study design. Participants were third- and fourth-year undergraduate dental students who participated in the seminar. Data were collected through semi-structured, one-on-one interviews. Data analysis was approached using inductive, manifest thematic analysis. Verification strategies were employed to ensure methodological rigor throughout the analysis.
In total, 21 students participated in the study ranging in age from 22 to 29 years. Three interrelated themes were identified, which were related to storytelling authenticity, benefits, and recommendations for improvement. Specifically, students reported that instructor stories effectively conveyed genuine cases and clinical reasoning; were beneficial in terms of engagement, awareness, knowledge acquisition, and skill development; and needed to be educationally and clinically relevant to bridge the knowledge-practice gap.
Instructor storytelling was regarded by dental students as both positive and beneficial. Research is needed to further demonstrate the effectiveness of instructor storytelling in fostering clinical learning and reasoning using indirect and direct outcome measures.
在牙科教育中，讲故事这种方式很少被用于将临床知识与实践联系起来。我们的研究旨在探讨牙科学生对教师讲故事的看法，重点是在基于病例的口腔病理学研讨会上的临床推理。
定性描述指导了研究设计。参与者是参加研讨会的本科三、四年级牙科学生。通过半结构化的一对一访谈收集数据。数据分析采用归纳性的显性主题分析方法。在整个分析过程中采用了验证策略，以确保方法的严谨性。
共有21名学生参与了该研究，年龄在22岁至29岁之间。确定了三个相互关联的主题，分别与故事的真实性、益处以及改进建议有关。具体而言，学生们报告说，教师讲述的故事有效地传达了真实病例和临床推理；在参与度、意识、知识获取和技能发展方面有益；并且需要在教育和临床方面具有相关性，以弥合知识与实践之间的差距。
牙科学生认为教师讲故事既积极又有益。需要开展研究，以使用间接和直接的结果指标进一步证明教师讲故事在促进临床学习和推理方面的有效性。
