Digital Storytelling for Reflective Learning in Anatomy Education
Shu-chien Pan
Indiana State University
USA
sophiaco@gmail.com
David Dominguese
Indiana State University
USA
ddominguese@yahoo.com
Abstract: The digital natives (Prensky, 200l) are familiar with multimedia learning devices and
enjoy using these tools in their daily life. Schools are gradually implementing digital tools and
applications into learning environments to meet the individual needs and learning styles of this
generation student. The use of reflective learning is considered a vital aspect of training among
health care and medical students in order to involve learners with deeper understanding of specific
situations for present and future application (Boud & Walker, 1998; Grant, et al., 2006; Sandars &
Murray, 2009; Stacey & Hardy, 2011). This research focuses on the implementation of digital
storytelling in reflective learning in a graduate anatomy course. It will investigate the engagement
for digital storytelling to stimulate and encourage meaningful refection among learners. The
comparison between traditional text writing compared to digital storytelling for self reflection will
be examined.
Introduction
Gross anatomy is one of the fundamental core courses in health care and medical education. This course
provides students with authentic opportunities in learning medical illnesses, components, concepts, knowledge, and
essential information through dissecting cadavers. John Dewey states that learning occurs from interacting with real
world practice where learners acquire their prior knowledge, skills, and experience and seek the best plan to solve
their problems (Phillips & Soltis, 2004). During a gross anatomy course, students are expected to identify and
investigate particular situations during the dissection, as Dewey asserts, to link learning with the practical world
(Phillips & Soltis, 2004), as well as to transfer their understanding into present and future application (Grant,
Kinnersley, Metcalf, Pill, & Houston, 2006; Sandars & Murray, 2009; Stacey & Hardy, 2011). Learn by doing
creates a learning environment where students can reflect from prior knowledge and gain new practical skills.
Reflective learning is not only prevalent in medical and health care education but also an essential skill in
those professions (Grant, et al., 2006; Stacey & Hardy, 2011). Albanese (2006) indicated that three things are
needed to prompt reflective learning, reflection, reflection time and modeling, and motivation. There are too many
things involved in medical education; in fact, many students face challenges on what to reflect on, what to know and
to do, and what do they know or not know (Albanese, 2006). Learners struggle with information and without
knowing how to select suitable information in order to apply into real world practice. They need appropriate
guidance to facilitate their reflective learning for the real world applications.
Prior research studies stated that digital storytelling enhanced learners in developing skills, including
creativity, critical thinking, writing, research, and presentation (Alexander & Levine, 2008; Jonassen, Howland,
Marra, & Crismond, 2008; Sadik, 2008; Sylvester & Greenidge, 2009). It involves the skills which are needed for
reflective learning; in addition, the creation of digital stories is also reflective (Jenkins & Lonsdale, 2007). This
research study focuses on integrating digital storytelling as a tool for reflective learning in a graduate anatomy lab
course. Students are required to write dissection journals weekly; meanwhile, they are also encouraged to keep
visual images and audio clips for the creation of a multimedia journal at the end of the semester. This study attempts
to compare the use between traditional written reports and digital storytelling for reflection to enhance learning of
clinical anatomy. Secondly, it seeks to assess the impact on students’ reflection, the perceptions and attitude toward
to the use of digital storytelling in reflective learning among students.
Literature Review
Reflective Learning
To learn from experience (Boud & Walker, 1998) and to notice while learning (Sandars & Murray, 2009)
are important features of reflection. Grant, et al. (2006) claims that “John Dewey described reflection as a purposeful
form of thought provoked by unease in learners when they recognize that their understanding is incomplete” (P.379).
Learners are required to attain prior knowledge and skills while they encounter current situations to solve their
problems, in consequence, to apply their new learning through future applications (Sandars & Murray, 2009).
Reflective learning has been adopted in health care and medical education, professional development, and
life-long learning (Boud & Walker, 1998; Grant, et al., 2006; Sandars & Murray, 2009; Stacey & Hardy, 2011); in
addition, can be used as a tool for assessment and revalidation of doctors in UK (Grant, et al., 2006). It benefits
students by empowering deeper and meaningful learning in order to connect, as well as to bridge the gap between
present personal academic learning experience, knowledge and future professional life (Grant, et al., 2006; Sandars
& Murray, 2009; Stacey & Hardy, 2011). Although the research has shown that reflection can encourage learning
among medical students (Grant, et al., 2006), the use is still limited with health care education programs (Stacey &
Hardy, 2011).
Grant, et al. (2006) conducted a qualitative research study by recruiting volunteer senior medical students
to practice reflective learning within their early clinic training experience. The results suggested participants
increased confidence in acquiring their prior knowledge and skills into current situation and future application,
gained ability to identify personal learning styles and learning needs, and empowered the interaction with content
curriculum.
A research study conducted by Stacey and Hardy (2011) examined the implementation of digital
storytelling among novice nurses to reflect their field experience. The participants bridged the gap between their
academic environment and their reality in relation to understanding themselves and the world they were working.
The findings suggest that the use of digital storytelling in field experience reflection offers participants the
opportunity to transfer their experience, deeper involvement in the nursing community, and enhance learning from
peers and colleagues compared to professionals in the field.
Digital Storytelling
Digital storytelling is the use of digital devices or computer-based applications, which compose still
images, text messages, audio narratives, background music, or video clips to create multimedia stories (Meadows,
2003; The educational use, 2008; Solomon & Schum, 2007). According to Ohler (2008), digital storytelling is “The
use of still images with voice-over narration, and the exclusion of video material, is a common format for digital
stories for a number of reasons, including simplicity and low cost”(p. 30). The creation of digital storytelling
engages the integration of using low cost technology tools and traditional storytelling format to express personal
ideas, interests, experience, as well as specific topics presentations (Ohler, 2008; The EDUCAUSE Learning, 2007;
Salpeter, 2005).
The use of digital storytelling in academic settings is recognized by teachers as a useful tool which
empowers learning in a diverse of skills, such as: “interactive communication, interpersonal skills, personal and
social responsibility, technology literacy, relevant & high-quality products, basic and visual literacy, curiosity,
creativity & risk-taking” (Porter, 2005, p. 63). It benefits students to cultivate the essential skills to live in this 21 st
century, such as critical thinking, creativity, collaboration, communication, initiative and self-direction, and problem
solving (Partnership for 21st Century Skills, 2008).
Digital storytelling is not only used in a wide range of subject areas including educational technology,
language learning, health care, art, social studies, music, teacher training (The educational use, 2008) but also in
different educational settings, such as K-12 schools and higher education (Ohler, 2008; Malin, 2010; Sadik, 2008;
Sandars & Murray, 2009; Stacey & Hardy, 2011). Sadik (2008) found K-12 students enjoyed the creation of digital
stories; in addition, this approach benefits their students by transforming academic curriculum from personal
reflections and learning experience to good performance multimedia productions. The study conducted by Malin
(2010) suggests digital video storytelling facilitates high school students in developing reading literature and was
welcomed by those students. Sandars and Murray (2009) conducted a pilote study among undergraduate medical
students in United Kingdom and found digital storytelling not only engaged students effectively in refection but also
increased deeper and meaningful learning. Therefore, implementing digital storytelling in a gross anatomy health
care course in the USA is warranted to investigate students learning performance.
Methodology
Research Questions
The research questions for this study are:
1.
2.
3.
How does digital storytelling affect students’ reflection in related to written texts?
What are the students’ attitudes toward the use of digital storytelling in reflective learning?
Which level of students’ reflection will be based on digital stories in related to written texts?
This study seeks to compare the use between traditional written journals and digital storytelling for
reflection. Second, it attempts to assess the impact on students’ reflection level. Finally, it examines the perceptions
and attitudes toward to the use of digital storytelling in reflective learning among students.
A mixed research methodology of quantitative and qualitative approaches will be used for data collection
and analysis. The researchers plan to conduct a Web survey to collect quantitative data in answering the research
question: students’ attitudes toward the use of digital storytelling in reflective learning stated above. In addition, a
qualitative approach will be used to compare the levels of text written journals in relation to digital storytelling on
students’ reflections.
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