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Kathiah R, Daya A P, Mp S, Selvakumar S. Evaluating the Impact of Cartoon-Based Learning on Student Performance and Engagement in Medical Education: An Experimental Study. Cureus 2024; 16:e54684. [PMID: 38524001 PMCID: PMC10960565 DOI: 10.7759/cureus.54684] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/22/2024] [Indexed: 03/26/2024] Open
Abstract
BACKGROUND Pathology, a foundational yet challenging subject in medical education, is marked by its extensive content and intricate concepts. These complexities often pose a significant learning barrier for students, who must not only comprehend but also effectively apply this knowledge in their clinical practice. OBJECTIVE This study aimed to investigate the impact of utilizing cartoons as a supplementary educational tool in pathology. Specifically, it focused on assessing whether incorporating cartoons into the learning process would enhance students' understanding, memory retention, and ability to recall complex topics, thereby augmenting the effectiveness of traditional teaching methodologies. MATERIALS AND METHODS Conducted from June to September 2022, this experimental study involved 106 second-year MBBS (Bachelor of Medicine and Bachelor of Surgery) students. Participants were split into two groups: the "traditional group," which received standard interactive large-group teaching, and the "combination group," which benefited from both the standard teaching and additional cartoon-based instruction. The study focused on two selected chapters of the pathology curriculum. After completing the first chapter, the groups were crossed over for the second chapter. Evaluation of the students' learning was conducted through post-learning assessments using multiple-choice questions (MCQs). RESULTS The combination group, which received both traditional and cartoon-based teaching, showed a significant improvement in their assessment scores compared to the traditional group. This improvement was consistent in both assessments conducted (t(102) = 8.41, p < .001 and t(99) = 6.85, p < .001). Additionally, feedback from the students through a post-learning survey indicated a strong preference for the use of cartoons. The majority of students agreed that cartoons facilitated a better understanding and retention of complex pathology topics (χ² = 130.9, p < 0.001). CONCLUSION The incorporation of cartoons as a supplementary learning tool in pathology teaching shows promising results. This innovative approach not only complements but also enhances the traditional teaching methods, leading to improved comprehension, retention, and recollection of complex subjects among medical students. The study highlights the potential of cartoons in revolutionizing medical education, especially in teaching challenging subjects like pathology.
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Affiliation(s)
- Rajeswari Kathiah
- Pathology, All India Institute of Medical Sciences, Madurai, Madurai, IND
| | - Praveena Daya A
- Community and Family Medicine, All India Institute of Medical Sciences, Madurai, Madurai, IND
| | - Saraswathy Mp
- Microbiology, Employees' State Insurance Corporation (ESIC) Medical College and Post Graduate Institute of Medical Science and Research (PGIMSR), Chennai, IND
| | - Sathish Selvakumar
- Pathology, Employees' State Insurance Corporation (ESIC) Medical College and Post Graduate Institute of Medical Science and Research (PGIMSR), Chennai, IND
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Yaden ME, Sawaya RT, Reddy J, Jong KA, White J, Moniz T, Chisolm MS. A systematic review of the arts and humanities in psychiatry education. Int Rev Psychiatry 2023; 35:540-550. [PMID: 38461397 DOI: 10.1080/09540261.2023.2278718] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/31/2023] [Accepted: 10/30/2023] [Indexed: 03/11/2024]
Abstract
This systematic review characterizes the published literature on arts and humanities curricula for psychiatry learners that include any form of program evaluation. Authors searched three databases (Medline ALL, Embase.com, and PsycINFO) to identify articles on arts and humanities in psychiatry education. Criteria for the review included articles reporting outcome measures for arts and humanities learning activities in psychiatry learners. For those articles meeting inclusion criteria, a descriptive analysis was performed as well as an assessment of the level of program evaluation using the Kirkpatrick framework. Of 1,287 articles identified, 35 met inclusion criteria. About half of the programs included medical students (n = 17, 49%). Film and television was the most frequent arts and humanities subject (n = 16, 46%). Most studies incorporated a non-randomized, non-controlled design (n = 30, 86%). Twenty-two (63%) achieved a Kirkpatrick Level 1 designation, 12 achieved Level 2 (34%), and one study achieved Level 3 (3%). Arts and humanities programs have a promising role in psychiatry education. At present, significant heterogeneity in the extant literature makes it difficult to draw general conclusions that could guide future program development. This review underscores the need for rigorous evaluative methods of arts and humanities programs for psychiatry learners.
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Affiliation(s)
- Mary E Yaden
- Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, Maryland, USA
| | - Rayah T Sawaya
- Department of Psychiatry, Boston University School of Medicine, Boston, Massachusetts, USA
| | - Jessica Reddy
- Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, Maryland, USA
| | - Katherine A Jong
- Department of Psychiatry and Behavioral Sciences, University of Washington School of Medicine, Seattle, Washington, USA
| | - Jacob White
- Welch Medical Library, Johns Hopkins University, Baltimore, Maryland, USA
| | - Tracy Moniz
- Department of Communication Studies, Mount Saint Vincent University, Halifax, Nova Scotia, Canada
| | - Margaret S Chisolm
- Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, Maryland, USA
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Consorti F, Fiorucci S, Martucci G, Lai S. Graphic Novels and Comics in Undergraduate and Graduate Medical Students Education: A Scoping Review. Eur J Investig Health Psychol Educ 2023; 13:2262-2275. [PMID: 37887161 PMCID: PMC10606189 DOI: 10.3390/ejihpe13100160] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2023] [Revised: 10/03/2023] [Accepted: 10/12/2023] [Indexed: 10/28/2023] Open
Abstract
There is an increasing use of graphic novels and comics (GnCs) in medical education, especially-but not only-to provide students with a vicarious learning experience in some areas of clinical medicine (palliative care, difficult communication, and rare diseases). This scoping review aimed to answer questions about how GnCs are used, the theories underlying their use, and the learning outcomes. Twenty-nine articles were selected from bibliographic databases and analyzed. A thematic analysis revealed four many themes: learning outcomes, students' reactions, theories and methods, and use of GnCs as vicarious learning. GnCs can support the achievement of cognitive outcomes, as well as soft skills and professionalism. The reactions were engagement and amusement, but drawing comics was also perceived as a protected space to express concerns. GnCs proved to be a possible way to provide a vicarious experience for learning. We found two classes of theories on the use of GnCs: psychological theories based on the dual concurrent coding of text and images and semiotics theories on the interpretation of signs. All the studies but two were single arm and observational, quantitative, qualitative, or mixed. These results suggest that further high-quality research on the use of GnC in medical training is worthwhile.
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Affiliation(s)
- Fabrizio Consorti
- Department of General Surgery, University Sapienza of Rome, 00185 Rome, Italy
| | | | | | - Silvia Lai
- Department of Translational and Precision Medicine, University Sapienza of Rome, 00185 Rome, Italy;
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Lee J, Park JC, Jung D, Suh CW, Henning MA. Video learning strategies affecting achievement, learning approach, and lifelong learning in a flipped periodontology course. J Dent Educ 2021; 85:1245-1250. [PMID: 33682126 DOI: 10.1002/jdd.12572] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2020] [Revised: 01/15/2021] [Accepted: 02/06/2021] [Indexed: 11/10/2022]
Abstract
OBJECTIVE To explore how video learning strategies influence students' Flipped learning (FL) achievement, deep approach to learning (DAL) and lifelong learning (LL) orientations and how DAL and LL can be promoted. METHODS Data were collected from 65 dental students enrolled in a 21-week clinical periodontology course. Partial least squares structural equation modeling was conducted to investigate factors and pathways affecting FL achievement, DAL, and LL. RESULTS FL achievement was predicted by repeated and in-advance video learning strategies. In-advance, meticulous, and expanded video learning strategies directly influenced DAL, and indirectly influenced LL via DAL. LL was not affected by any of the video learning strategies but by the DAL. CONCLUSION This study implies that mere implementation of FL may not guarantee more developed DAL and enhanced LL. Redesigning a course with FL should entail revisiting and revising student assessment. LL is an inclusive approach that requires the long-term cultivation of meaning, experience, insight, learning, and practice.
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Affiliation(s)
- Jihyun Lee
- School of Dentistry, Dental Research Institute, Seoul National University, Jongno-gu, Seoul, Republic of Korea
| | - Jung-Chul Park
- Department of Periodontology, College of Dentistry, Dankook University, Cheonansi, Republic of Korea
| | - Daeun Jung
- Department of Educational Psychology and Learning Systems, Florida State University, Tallahassee, Florida, USA
| | - Chang-Wan Suh
- Department of Periodontology, College of Dentistry, Dankook University, Cheonansi, Republic of Korea
| | - Marcus A Henning
- Centre for Medical and Health Sciences Education, University of Auckland, Auckland City, New Zealand
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Joshi A, Hillwig-Garcia J, Joshi M, Lehman E, Khan A, Llorente A, Haidet P. Comics as an Educational Tool on a Clinical Clerkship. ACADEMIC PSYCHIATRY : THE JOURNAL OF THE AMERICAN ASSOCIATION OF DIRECTORS OF PSYCHIATRIC RESIDENCY TRAINING AND THE ASSOCIATION FOR ACADEMIC PSYCHIATRY 2019; 43:290-293. [PMID: 30607894 DOI: 10.1007/s40596-018-1016-1] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/23/2018] [Accepted: 12/19/2018] [Indexed: 06/09/2023]
Abstract
OBJECTIVES The authors investigated student satisfaction with the use of comics as an educational tool in clinical medical education. METHODS Students on a Psychiatry clinical clerkship reviewed educational comics at the time of orientation. End of clerkship surveys were utilized to assess students' perceptions about the usefulness of comics for their learning during the clerkship. Students' responses were qualitatively and quantitatively analyzed. RESULTS Eighty-four percent of students indicated that comics helped improve their understanding of clinical concepts, while approximately 80% felt that reviewing comics prior to each clerkship rotation helped ease transition into their assigned clinical service. Almost three quarters of all responders (74%) indicated that they were more likely to review preparatory material in comic form, as compared to other formats. Students found the comics easy to read, fun, and appreciated the concise presentation of information within them. Students also highlighted the limited amount of information presented as a relative weakness of the program. CONCLUSIONS Comics may be utilized as an acceptable educational tool in clinical medical education.
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Affiliation(s)
- Aditya Joshi
- Penn State College of Medicine, Hershey, PA, USA.
| | | | - Monika Joshi
- Penn State College of Medicine, Hershey, PA, USA
| | - Erik Lehman
- Penn State College of Medicine, Hershey, PA, USA
| | - Asfand Khan
- Penn State College of Medicine, Hershey, PA, USA
| | | | - Paul Haidet
- Penn State College of Medicine, Hershey, PA, USA
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Junhasavasdikul D, Sukhato K, Srisangkaew S, Theera-Ampornpunt N, Anothaisintawee T, Dellow A. Cartoon versus traditional self-study handouts for medical students: CARTOON randomized controlled trial. MEDICAL TEACHER 2017; 39:836-843. [PMID: 28539065 DOI: 10.1080/0142159x.2017.1324137] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
OBJECTIVE The objective of this study is to compare the effectiveness of a "cartoon-style" handout with a "traditional-style" handout in a self-study assignment for preclinical medical students. METHODS Third-year medical students (n = 93) at the Faculty of Medicine Ramathibodi Hospital, Mahidol University, took a pre-learning assessment of their knowledge of intercostal chest drainage. They were then randomly allocated to receive either a "cartoon-style" or a "traditional-style" handout on the same topic. After studying these over a 2-week period, students completed a post-learning assessment and estimated their levels of reading completion. RESULTS Of the 79 participants completing the post-learning test, those in the cartoon-style group achieved a score 13.8% higher than the traditional-style group (p = 0.018). A higher proportion of students in the cartoon-style group reported reading ≥75% of the handout content (70.7% versus 42.1%). In post-hoc analyses, students whose cumulative grade point averages (GPA) from previous academic assessments were in the middle and lower range achieved higher scores with the cartoon-style handout than with the traditional one. In the lower-GPA group, the use of a cartoon-style handout was independently associated with a higher score. CONCLUSIONS Students given a cartoon-style handout reported reading more of the material and achieved higher post-learning test scores than students given a traditional handout.
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Affiliation(s)
- Detajin Junhasavasdikul
- a Department of Medicine, Faculty of Medicine Ramathibodi Hospital , Mahidol University , Bangkok , Thailand
| | - Kanokporn Sukhato
- b Department of Family Medicine, Faculty of Medicine Ramathibodi Hospital , Mahidol University , Bangkok , Thailand
| | - Suthan Srisangkaew
- c Department of Pathology, Faculty of Medicine Ramathibodi Hospital , Mahidol University , Bangkok , Thailand
| | - Nawanan Theera-Ampornpunt
- d Department of Community Medicine, Faculty of Medicine Ramathibodi Hospital , Mahidol University , Bangkok , Thailand
| | - Thunyarat Anothaisintawee
- b Department of Family Medicine, Faculty of Medicine Ramathibodi Hospital , Mahidol University , Bangkok , Thailand
| | - Alan Dellow
- e Medical Education Section, Faculty of Medicine Ramathibodi Hospital , Mahidol University , Bangkok , Thailand
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