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Professional storytelling in clinical dental anatomy teaching
Author(s) -
Kieser Jules,
Livingstone Vicki,
Meldrum Alison
Publication year - 2008
Publication title -
anatomical sciences education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.126
H-Index - 51
eISSN - 1935-9780
pISSN - 1935-9772
DOI - 10.1002/ase.20
Subject(s) - storytelling , likert scale , class (philosophy) , psychology , medical education , exploratory factor analysis , scale (ratio) , job satisfaction , medicine , dental education , teamwork , mathematics education , clinical psychology , social psychology , computer science , psychometrics , developmental psychology , political science , law , philosophy , linguistics , physics , narrative , quantum mechanics , artificial intelligence
The aim of the present work was to see if storytelling in a clinical dental anatomy course would increase student satisfaction. We enhanced teaching by spontaneous storytelling in problem‐based learning, in half of the third‐year dentistry class. At the end of the course, we administered an anonymous questionnaire to the students in the class, consisting of 12 questions that students had to answer on a Likert scale of 1–5. An overall satisfaction score was obtained and we used a linear mixed model to compare differences in satisfaction between the two groups, with “group” as the fixed effect. We also conducted an exploratory factor analysis of the responses to investigate whether there were distinct constructs within the data. Overall satisfaction is high, with students “with stories” having higher satisfaction than those “without stories.” The former group consistently gives higher satisfaction scores, regardless of which question is being asked. Factor analysis provides evidence that storytelling nurtures reflective learning, while students work on their clinical anatomy problems. Anat Sci Ed 1:84–89, 2008. © 2008 American Association of Anatomists.