| MEDICAL EDUCATION |
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| Year : 2022 | Volume
: 9
| Issue : 4 | Page : 273-276 |
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Student's perception of storytorial - An innovative approach to self-learning
SA Priya1, MS Sunitha1, R Rajalakshmi1, CM Ramya1, Smitha Malenahalli Chandrashekarappa2
1 Department of Physiology, JSS Medical College, JSS Academy of Higher Education and Research, Mysore, Karnataka, India
2 Department of Community Medicine, JSS Medical College, JSS Academy of Higher Education and Research, Mysore, Karnataka, India
Correspondence Address:
S A Priya
Department of Physiology, JSS Medical College, JSS Academy of Higher Education and Research, Mysore, Karnataka
India
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/cjhr.cjhr_7_22
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Background: In the traditional undergraduate curriculum, majority of the hours is dedicated to passive lectures where students are mere listener. Emphasis on self-learning is restricted to reading some of the topics from the book and Internet. With reference to this, storytorial was introduced as an innovative learning method mainly concentrating on self-learning, communication skills, and retrieval of concept. A story was illustrated and enacted to a topic in physiology during tutorial hour, hence the name storytorial. Methods: This method of learning was introduced to the I MBBS 2018–2019 batch, comprising 200 students. They were divided into small groups; topics and list of students to perform storytorial were displayed in the notice board 15 days before the session. On the day of session, the selected 10 students performed a story that illustrated the physiology topic assigned to them. Time allotted for the presentation was 20–30 min. The students enacted the story, and one of them narrated how the story is linked to the topic. Later, a case study related to the topic was given, and the students solved the case in the presence of an in-charge teacher for that batch. The session lasted for 1 h. Likewise, all the students were involved in the performance with a different topic in separate sessions according to the time table. At the end of all the sessions, subjective feedback of storytorial from the students was taken using 5-point Likert scale and computed. Results: The analysis of feedback on 5-point Likert scale with point 5 as strongly agree and 1 as strongly disagree was as follows: increased confidence and learning – 4.468, better understanding of concept – 4.058, better memory retention and retrieval – 4.28, and enjoyed and liked the sessions – 4.37. 90% of the students recommended storytorial for the next batch. Conclusion: This innovative method is an extended role-play where the concepts are illustrated in the form of story which helps the students to understand and remember the medical concepts by self-learning approach.
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