{"title":"Comparing Graphic Narrative and Text-Based Pharmacology Cases on Pharmacy Students' Cognitive Load, Workload, and Motivation.","authors":"Nicolas Picard, Vincent Roubeau","doi":"10.1016/j.ajpe.2026.102102","DOIUrl":null,"url":null,"abstract":"<p><strong>Objective: </strong>To compare graphic narrative and conventional text-based formats for medication-related case-based learning among undergraduate pharmacy students, focusing on perceived cognitive load, workload, and situational motivation.</p><p><strong>Methods: </strong>This single-center exploratory study was conducted during scheduled pharmacology tutorials at the Faculty of Pharmacy, University of Limoges, France. Third- and fourth-year students completed post-session questionnaires after working on medication-related cases presented as either graphic narratives or conventional text-based cases. The main analysis compared students exposed to the graphic narrative format with those exposed to the text-based format. Global cognitive load was assessed using the Paas mental effort scale, workload using five adapted NASA-TLX dimensions, and motivation using a French translation of the Situational Motivation Scale. A secondary paired analysis was conducted among third-year students exposed to both formats.</p><p><strong>Results: </strong>The main analyzed sample included 101 students: 55 in the graphic narrative group and 46 in the text-based group. Graphic narrative cases were associated with lower perceived cognitive load, lower mental demand, lower frustration or stress, and higher intrinsic motivation than text-based cases. Perceived performance did not differ significantly between groups. The paired analysis among 46 third-year students showed a similar pattern, with lower cognitive load and workload on several dimensions and higher intrinsic motivation after graphic narrative cases.</p><p><strong>Conclusion: </strong>Graphic narrative clinical cases may represent a useful complementary format for medication-related learning in pharmacy education. Further studies should determine whether these favorable subjective outcomes translate into improved learning, retention, and clinical reasoning performance.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"102102"},"PeriodicalIF":3.1000,"publicationDate":"2026-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"American Journal of Pharmaceutical Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1016/j.ajpe.2026.102102","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
Objective: To compare graphic narrative and conventional text-based formats for medication-related case-based learning among undergraduate pharmacy students, focusing on perceived cognitive load, workload, and situational motivation.
Methods: This single-center exploratory study was conducted during scheduled pharmacology tutorials at the Faculty of Pharmacy, University of Limoges, France. Third- and fourth-year students completed post-session questionnaires after working on medication-related cases presented as either graphic narratives or conventional text-based cases. The main analysis compared students exposed to the graphic narrative format with those exposed to the text-based format. Global cognitive load was assessed using the Paas mental effort scale, workload using five adapted NASA-TLX dimensions, and motivation using a French translation of the Situational Motivation Scale. A secondary paired analysis was conducted among third-year students exposed to both formats.
Results: The main analyzed sample included 101 students: 55 in the graphic narrative group and 46 in the text-based group. Graphic narrative cases were associated with lower perceived cognitive load, lower mental demand, lower frustration or stress, and higher intrinsic motivation than text-based cases. Perceived performance did not differ significantly between groups. The paired analysis among 46 third-year students showed a similar pattern, with lower cognitive load and workload on several dimensions and higher intrinsic motivation after graphic narrative cases.
Conclusion: Graphic narrative clinical cases may represent a useful complementary format for medication-related learning in pharmacy education. Further studies should determine whether these favorable subjective outcomes translate into improved learning, retention, and clinical reasoning performance.
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The Journal accepts unsolicited manuscripts that have not been published and are not under consideration for publication elsewhere. The Journal only considers material related to pharmaceutical education for publication. Authors must prepare manuscripts to conform to the Journal style (Author Instructions). All manuscripts are subject to peer review and approval by the editor prior to acceptance for publication. Reviewers are assigned by the editor with the advice of the editorial board as needed. Manuscripts are submitted and processed online (Submit a Manuscript) using Editorial Manager, an online manuscript tracking system that facilitates communication between the editorial office, editor, associate editors, reviewers, and authors.
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