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Digital storytelling to facilitate reflective learning in medical students
Author(s) -
Sandars John,
Murray Christopher
Publication year - 2011
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/j.1365-2923.2011.03991.x
Subject(s) - unit (ring theory) , library science , storytelling , citation , medical journal , digital storytelling , medical education , medicine , sociology , psychology , computer science , art , mathematics education , pedagogy , narrative , literature
Editor – The recent commentary on reflective learning highlights the challenges that face medical educators who wish to facilitate reflective learning, especially in undergraduate medical students. We have had a similar experience, but our research has suggested that one important factor behind these challenges may be that a written approach does not align with the student’s preferred approach to learning. This finding has altered our approach to the facilitation of reflective learning by Year 1 undergraduate medical students. We have successfully used digital storytelling to not only increase engagement in reflection by this group of students, but also to stimulate their authentic reflective learning. Digital storytelling uses a variety of electronic multimedia, including video, photography and sound, to present a reflective narrative without the use of written text. The process of creating a digital story can stimulate students to carefully consider and reflect upon why they have collected, selected and presented the various images or sounds. Deeper reflective learning can be produced as students appear to increase their awareness of ‘disorientating dilemmas’, which are pivotal points that lead to transformational learning.