L Bagley, J Wilson, A Kime
Department of Life Sciences, Manchester Metropolitan University, UK.
Department of Anaesthesia, Manchester University NHS Foundation Trust, UK.
Curr Res Physiol. 2025 Mar 8;8:100142. doi: 10.1016/j.crphys.2025.100142. eCollection 2025.
Physiology and clinical practice are subjects of study which demand integration of multiple sources of systems working knowledge and information on the performance of those systems to come to meaningful conclusions. This is made more complex by the interpretation and actions as a result of this conclusion having direct impact on the sum of the component systems, the human, thereby integrating significant social and psychological considerations into an already complex situation. As higher education educators, it is a significant challenge to provide our learners with training and most importantly, practice, in these knowledge, skills and behaviours in the classroom. There has been a significant interest in recent years in providing active learning opportunities which allow learners to apply subject knowledge to multi-faceted, immersive, continuously evolving stories which reflect a graduate's professional aspirations. This review highlights practices from the literature of storytelling education which the higher education educator can utilise in promoting "meaning making" in the classroom. Here, the case for interactive storytelling in physiology and clinical education is argued, as well as presenting commonly utilised techniques and practices with which educators can embed storytelling into their pedagogy as well as highlighting future directions in this field.
生理学与临床实践是需要整合多源系统工作知识以及这些系统运行信息才能得出有意义结论的研究课题。由于该结论的解读与行动会直接影响人体这一组成系统的总和，进而将重要的社会和心理因素融入本已复杂的情况中，这使得情况变得更加复杂。作为高等教育工作者，在课堂上为学习者提供这些知识、技能和行为方面的培训，最重要的是实践，是一项重大挑战。近年来，人们对提供主动学习机会有着浓厚兴趣，这些机会能让学习者将学科知识应用于多方面、沉浸式、不断演变的情境中，这些情境反映了毕业生的职业抱负。本综述重点介绍了故事讲述教育文献中的实践方法，高等教育工作者可利用这些方法在课堂上促进“意义构建”。在此，阐述了生理学和临床教育中交互式故事讲述的理由，介绍了教育工作者可用于将故事讲述融入其教学法的常用技巧和实践，并突出了该领域的未来发展方向。
