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The use of storyboarding and digital storytelling to better represent the patient
a missed opportunity to reinforce clinical skills?
Dr Fred Pender, University of Edinburgh 23 June 2014, CSMEN Stirling
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Renaissance
Scenarios: fit for purposeEngagement: moving the patient’s story from narrative to a more memorable learning medium
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PBL, the patient and clinical skills
• PBL nested within modules• PBL fosters conduit between module content (the
sciences) and the patient experience (clinical application)
• No real intention to link with skills curriculum
Better representation of the patient in scenarios (the person, not the patient)Closer match to attributes to assist in
consultation processes
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Rationale for study• A learner is more engaged with contextual,
authentic problems • A properly developed story facilitates learning
both directly [triggers] and indirectly by assisting the mental construction of a sequence of events
• Patient-centred and visually-rich scenarios are more memorable and therefore transferable
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Storyboarding
• A technique developed for use in film and animation
• A way of telling a story, visually-stimulating, easily understood [and therefore remembered] and engaging
• Cells or frames arranged to tell a story; the frames contain visual material [hooks]; text is added [trigger material] to assist students to explore the story
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Preparing for capturing the story
Storytelling café
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Preparing for capturing the story
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Preparing for capturing the story
Storytelling café
Storytelling café
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Capturing the story
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Capturing the story
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Creating the storyboard
WorkbookCapturing the patient story using the storyboard technique
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Storyboard technique
• Framework to develop creative flow of information
• Stepwise building of story from initial concept into a visual output [‘comic strip’]
• Storyboard hand-drawn in pencil, no great artwork required [stick figures]
• Storyboard finished by graphic artist [camera ready version]
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Output
• 8 cell cartoon storyboard • PBL triggers are the visual material featured
in the story cells, together with added speech and thought bubbles
• Students encouraged to write captions• Care taken not to lose the sense, originality or
freshness of student effort
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Digital storytelling
• Computer-based tools to tell stories• Digital stories contain a mixture of images,
narrative, docu-soaps, voice-over, video-clips or music
• Opportunity to integrate learning, such as clinically-rich information, including skills and empathy
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Outputs
• 4-6 prototype case scenarios• Person-centred, clinically rich (including skills)• Variable outputs (mix of strands to reinforce
skills)• Planned to ‘go live’ with new ePBL hub• Evaluation and testing 2014/2015 • Skills integral
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‘A cruise down the alimentary canal’
• Patient with functional vomiting• ‘…hasn’t eaten for 14 years…’• Nutritional / hydration assessment skills• Nutritional monitoring skills (infection)• Clinical intervention skills (ANS)• Narrative time-line, snippets from review OP
appointment sourced from media files, clinical documentation
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Take home messages• Students engage enthusiastically with the story
crafting process • Students interviewing/ interpersonal skills
excellent/ growing emotional skills• Ideal for person-centred, time-line case
scenarios/ proof of concept • A learning opportunity; outputs developed by
‘naïve-to-topic’ students• Potential as a powerful learning tool