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Use of storyboards as an active learning strategy in pharmacy and nursing education

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dc.contributor.author Doumit, Rita
dc.contributor.author Nasser, Soumana Chamoun
dc.contributor.author Hoffart, Nancy
dc.date.accessioned 2016-10-13T10:40:57Z
dc.date.available 2016-10-13T10:40:57Z
dc.date.copyright 2016 en_US
dc.date.issued 2016-10-13
dc.identifier.issn 1877-1297 en_US
dc.identifier.uri http://hdl.handle.net/10725/4595
dc.description.abstract Background Storyboarding has been used as an educational approach that allows students to work together to learn, organize, and prioritize information and experiences. Methods Storyboarding was used as an assignment for students enrolled in pharmacy and nursing classes to help bridge the theory-to-practice gap in learning. Groups of students used theory about an assigned concept to analyze patient stories from their own clinical experience or from interviews with practicing professionals. Each group presented its analysis to classmates via a storyboard. Feedback about the assignment was collected through end-of-course evaluations, faculty critique, and follow-up survey. Results Results showed that students enjoyed the assignment because it was novel and engaging. Through it, they were able to apply theory and concepts learned in the classroom to cases encountered in practice. Faculty determined that the assignment supported principles of effective instruction such as peer collaboration, time on task, and meaningful faculty–student interaction. A semester later, feedback collected from pharmacy students showed that the storyboard helped them recall and apply important concepts to subsequent clinical experiences. Conclusions The storyboard assignment was a valuable learning activity for both pharmacy and nursing students. It helped them link classroom learning to clinical experiences, enabled them to apply diverse talents in the academic setting, and prepared them to address real-life ethical and conflict situations. en_US
dc.language.iso en en_US
dc.title Use of storyboards as an active learning strategy in pharmacy and nursing education en_US
dc.type Article en_US
dc.description.version Published en_US
dc.author.school SOP en_US
dc.author.school SON
dc.author.idnumber 200200810 en_US
dc.author.idnumber 199231640 en_US
dc.author.department Pharmacy Practice Department en_US
dc.description.embargo N/A en_US
dc.relation.journal Currents in Pharmacy Teaching and Learning en_US
dc.keywords Storyboard en_US
dc.keywords Health sciences education en_US
dc.keywords Narrative learning en_US
dc.keywords Active learning en_US
dc.identifier.doi http://dx.doi.org/10.1016/j.cptl.2016.08.010 en_US
dc.identifier.ctation Hoffart, N., Doumit, R., & Nasser, S. C. (2016). Use of storyboards as an active learning strategy in pharmacy and nursing education. Currents in Pharmacy Teaching and Learning, 8(6), 876-884. en_US
dc.author.email rita.doumit@lau.edu.lb en_US
dc.author.email soumana.nasser@lau.edu.lb en_US
dc.identifier.tou http://libraries.lau.edu.lb/research/laur/terms-of-use/articles.php en_US
dc.identifier.url http://www.sciencedirect.com/science/article/pii/S1877129715301751 en_US
dc.orcid.id https://orcid.org/0000-0003-1374-2751 en_US
dc.orcid.id https://orcid.org/0000-0003-4202-7116 en_US


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