The story so far………- current opinion in the use and applications of interactive storytelling in physiology and clinical education

IF 2.1 Q3 PHYSIOLOGY
Bagley L. , Wilson J. , Kime A.
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引用次数: 0

Abstract

Physiology and clinical practice are subjects of study which demand integration of multiple sources of systems working knowledge and information on the performance of those systems to come to meaningful conclusions. This is made more complex by the interpretation and actions as a result of this conclusion having direct impact on the sum of the component systems, the human, thereby integrating significant social and psychological considerations into an already complex situation.
As higher education educators, it is a significant challenge to provide our learners with training and most importantly, practice, in these knowledge, skills and behaviours in the classroom. There has been a significant interest in recent years in providing active learning opportunities which allow learners to apply subject knowledge to multi-faceted, immersive, continuously evolving stories which reflect a graduate's professional aspirations. This review highlights practices from the literature of storytelling education which the higher education educator can utilise in promoting “meaning making” in the classroom. Here, the case for interactive storytelling in physiology and clinical education is argued, as well as presenting commonly utilised techniques and practices with which educators can embed storytelling into their pedagogy as well as highlighting future directions in this field.
迄今为止的故事.........--当前在生理学和临床教育中使用和应用互动故事的观点
生理学和临床实践是研究的主题,需要整合系统的多个来源,工作知识和信息,这些系统的性能来得出有意义的结论。由于这一结论直接影响到组成系统的总和,即人类,从而将重要的社会和心理因素整合到已经复杂的情况中,因此解释和行动使情况变得更加复杂。作为高等教育的教育者,为我们的学习者提供培训,最重要的是,在课堂上实践这些知识、技能和行为,是一项重大挑战。近年来,人们对提供主动学习机会非常感兴趣,这种机会使学习者能够将学科知识应用于反映毕业生职业抱负的多方面、沉浸式、不断发展的故事中。本文从讲故事教育的文献中总结了高等教育教育者在课堂上促进“意义创造”的实践。本文讨论了互动讲故事在生理学和临床教育中的应用,并提出了常用的技术和实践,教育工作者可以通过这些技术和实践将讲故事融入到他们的教学中,同时强调了这一领域的未来发展方向。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.20
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审稿时长
62 days
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