Using comics for pre-class preparation

Joshi, Aditya; Hillwig-Garcia, Jolene; Joshi, Monika; Haidet, Paul

doi:10.1111/medu.12868

Cited by 7 publications

(6 citation statements)

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“…The results of our RCT support the findings of previous observation and quasi-experimental studies showing that cartoon-style handouts can help learners to understand complex medical content (Shin et al 2013;Sim et al 2014;Joshi et al 2015;Kim et al 2016). This suggests that using carefully designed cartoons can equal or better the results achieved with traditional materials.…”

Section: Discussionsupporting

confidence: 88%

Cartoon versus traditional self-study handouts for medical students: CARTOON randomized controlled trial

et al. 2017

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Objective: The objective of this study is to compare the effectiveness of a "cartoon-style" handout with a "traditional-style" handout in a self-study assignment for preclinical medical students. Methods: Third-year medical students (n ¼ 93) at the Faculty of Medicine Ramathibodi Hospital, Mahidol University, took a pre-learning assessment of their knowledge of intercostal chest drainage. They were then randomly allocated to receive either a "cartoon-style" or a "traditional-style" handout on the same topic. After studying these over a 2-week period, students completed a post-learning assessment and estimated their levels of reading completion. Results: Of the 79 participants completing the post-learning test, those in the cartoon-style group achieved a score 13.8% higher than the traditional-style group (p ¼ 0.018). A higher proportion of students in the cartoon-style group reported reading 75% of the handout content (70.7% versus 42.1%). In post-hoc analyses, students whose cumulative grade point averages (GPA) from previous academic assessments were in the middle and lower range achieved higher scores with the cartoon-style handout than with the traditional one. In the lower-GPA group, the use of a cartoon-style handout was independently associated with a higher score. Conclusions: Students given a cartoon-style handout reported reading more of the material and achieved higher postlearning test scores than students given a traditional handout.

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Section: Discussionsupporting

confidence: 88%

Cartoon versus traditional self-study handouts for medical students: CARTOON randomized controlled trial

et al. 2017

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“…Our findings suggest that traditional lecture methods might not suit every medical student's learning style. This study introduces a novel and positive approach to utilizing cartoon materials in teaching, potentially transferring core medical knowledge as effectively, if not more so, than traditional methods [16][17][18] Embracing innovative teaching approaches could lead to enhanced outcomes for current and future medical students. Creating quality cartoon content may be challenging, but the collaboration between medical educators and artists can yield fruitful results.…”

Section: Discussionmentioning

confidence: 99%

Evaluating the Impact of Cartoon-Based Learning on Student Performance and Engagement in Medical Education: An Experimental Study

Kathiah,

Daya A,

et al. 2024

Cureus

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Background: Pathology, a foundational yet challenging subject in medical education, is marked by its extensive content and intricate concepts. These complexities often pose a significant learning barrier for students, who must not only comprehend but also effectively apply this knowledge in their clinical practice.Objective: This study aimed to investigate the impact of utilizing cartoons as a supplementary educational tool in pathology. Specifically, it focused on assessing whether incorporating cartoons into the learning process would enhance students' understanding, memory retention, and ability to recall complex topics, thereby augmenting the effectiveness of traditional teaching methodologies.Materials and methods: Conducted from June to September 2022, this experimental study involved 106 second-year MBBS (Bachelor of Medicine and Bachelor of Surgery) students. Participants were split into two groups: the "traditional group," which received standard interactive large-group teaching, and the "combination group," which benefited from both the standard teaching and additional cartoon-based instruction. The study focused on two selected chapters of the pathology curriculum. After completing the first chapter, the groups were crossed over for the second chapter. Evaluation of the students' learning was conducted through post-learning assessments using multiple-choice questions (MCQs).Results: The combination group, which received both traditional and cartoon-based teaching, showed a significant improvement in their assessment scores compared to the traditional group. This improvement was consistent in both assessments conducted (t(102) = 8.41, p < .001 and t(99) = 6.85, p < .001). Additionally, feedback from the students through a post-learning survey indicated a strong preference for the use of cartoons. The majority of students agreed that cartoons facilitated a better understanding and retention of complex pathology topics (χ² = 130.9, p < 0.001). Conclusion:The incorporation of cartoons as a supplementary learning tool in pathology teaching shows promising results. This innovative approach not only complements but also enhances the traditional teaching methods, leading to improved comprehension, retention, and recollection of complex subjects among medical students. The study highlights the potential of cartoons in revolutionizing medical education, especially in teaching challenging subjects like pathology.

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“….] (iii) more holistic because it presented the use of therapeutics in several contexts" [19] (p. 1141).…”

Section: Reaction Of Learnersmentioning

confidence: 99%

Graphic Novels and Comics in Undergraduate and Graduate Medical Students Education: A Scoping Review

Consorti,

Fiorucci,

Martucci

et al. 2023

EJIHPE

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There is an increasing use of graphic novels and comics (GnCs) in medical education, especially—but not only—to provide students with a vicarious learning experience in some areas of clinical medicine (palliative care, difficult communication, and rare diseases). This scoping review aimed to answer questions about how GnCs are used, the theories underlying their use, and the learning outcomes. Twenty-nine articles were selected from bibliographic databases and analyzed. A thematic analysis revealed four many themes: learning outcomes, students’ reactions, theories and methods, and use of GnCs as vicarious learning. GnCs can support the achievement of cognitive outcomes, as well as soft skills and professionalism. The reactions were engagement and amusement, but drawing comics was also perceived as a protected space to express concerns. GnCs proved to be a possible way to provide a vicarious experience for learning. We found two classes of theories on the use of GnCs: psychological theories based on the dual concurrent coding of text and images and semiotics theories on the interpretation of signs. All the studies but two were single arm and observational, quantitative, qualitative, or mixed. These results suggest that further high-quality research on the use of GnC in medical training is worthwhile.

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Using comics for pre-class preparation

Abstract: REFERENCE 1 Wood B, Mandel L, Schaad D et al. Teaching the clinical interpretation of peripheral blood smears to a second-year medical school class using the Peripheral Blood-Tutor computer program.

Cited by 7 publications

References 1 publication

Cartoon versus traditional self-study handouts for medical students: CARTOON randomized controlled trial

Cartoon versus traditional self-study handouts for medical students: CARTOON randomized controlled trial

Evaluating the Impact of Cartoon-Based Learning on Student Performance and Engagement in Medical Education: An Experimental Study

Graphic Novels and Comics in Undergraduate and Graduate Medical Students Education: A Scoping Review

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