Stories are powerful aids to reflection. Thus, the use of stories may be a pathway to enhanced reflective practice and clinical reasoning skills. The aim of this study was to evaluate whether and how digital storytelling can contribute to occupational therapy (OT) students’ learning through reflections on experiences from placement education. A cohort of OT students (n = 57) participated in a 2-day workshop to create digital stories. Data were generated through a questionnaire with a response rate of 100% of students who completed the workshop (n = 34). Quantitative analysis methods were used to reveal a level of agreement in the questionnaire statements, and qualitative content analysis was performed for the open-ended questions.
The results show that the students learned through reflection on placement experiences in the digital storytelling process as they emphasized reflection as a main outcome. They highlighted the importance of sharing thoughts and reflections with peers. The students confirmed that this happens through the creative process and the use of multimodality in poetic reflection, but they were less convinced by the use of the narrative approach as a dramatic structure. The students experienced reflection and sharing as important elements in the digital storytelling process. However, investigations are needed into the use of a narrative approach to enhance reflection with larger cohorts as well as more thematic analyses.
Skarpaas, Lisebet S.; Jamissen, Grete; Krüger, Cecilie; Holmberg, Vigdis; and Hardy, Pip
"Digital Storytelling as Poetic Reflection in Occupational Therapy Education: An Empirical Study,"
The Open Journal of Occupational Therapy:
3, Article 5.
Available at: https://doi.org/10.15453/2168-6408.1272
Communication Technology and New Media Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Higher Education and Teaching Commons, Occupational Therapy Commons, Scholarship of Teaching and Learning Commons, Theory, Knowledge and Science Commons