Leveraging Micro-Stories to Build Engagement, Inclusion, and Neural Networking in Immunology Education

Lukin, Kara

doi:10.3389/fimmu.2019.02682

Cited by 4 publications

(4 citation statements)

References 25 publications

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“…The efficacy of using storytelling in education has been well documented (6). It provides context to the content and builds community within the educational system (7). In this circumstance, storytelling proved to provide an interactive, engaging, and beneficial learning experience for the medical students.…”

Section: Methodsmentioning

confidence: 99%

Virtual COVID-19 Clinical Teaching Session:

et al. 2020

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The novel SARS-CoV-2 virus, or COVID-19, has caused a pandemic in the past year that has significantly impacted the health care system and medical education. This virus has uniquely impacted Emergency Medicine, as many COVID-19 patients suffer from acute respiratory distress or failure and require emergent stabilization. While physicians, residents, and medical students would all benefit from hands-on training on the medical management and stabilization of COVID-19 patients, this is not feasible due to risk of transmission and spread of the virus. Students have missed countless hours of hands-on clinical education because of the shift to online learning or emergency remote learning due to these concerns. A PowerPoint presentation was given via Webex by Emergency Medicine physicians and residents to medical students in hopes of bridging this gap. The lecture presented information on diagnosis, clinical management, and clinical course of COVID-19 positive patients in the Emergency Department. Students were able to engage with Emergency Medicine physicians and ask questions in real time. A pre-session survey and post-session survey were administered via Google Forms to assess students’ confidence in six different domains. There was significant improvement in all six domains of the survey when comparing the pre-session and post-session survey confidence intervals with a p<0.05 being statistically significant. It was found that storytelling of patient management was an effective way to demonstrate clinical skills critical for physicians such as advocating for patients. This presentation highlights the utility and effectiveness of an interactive approach to the virtual education of medical students during the COVID-19 pandemic while adhering to online learning and social distancing formats. In addition, this model can be applied to substitute for other clinical learning opportunities that are not currently available to students due to the pandemic.

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Section: Methodsmentioning

confidence: 99%

Virtual COVID-19 Clinical Teaching Session:

et al. 2020

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“…Content preparation involves storytelling through videos, motion graphics, weblogs, or other accessible formats (Abdulrahaman et al, 2020). Lukin's (2019) study emphasizes the benefits of micro-storytelling in educational settings, highlighting how it can significantly increase learner engagement and improve memory retention. This technique enriches the learning experience by connecting academic content with learners' narratives, promoting active participation, and fostering a strong classroom community, which can lead to better learning outcomes.…”

Section: Digital Micro-storytellingmentioning

confidence: 99%

Crafting Digital Micro-Storytelling for Smarter Thai Youth: A Novel Approach to Boost Digital Intelligent Quotient

Sriwisathiyakun

2024

JITE:IIP

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Aim/Purpose: To conduct a needs assessment and subsequently create micro-storytelling media aimed at enhancing the Digital Intelligence Quotient (DQ) skills of young individuals. Background: In today's digital society, DQ has emerged as a vital skill that elevates individuals in all aspects of life, from daily living to education. To empower Thai youth, this study seeks to innovate DQ content by adapting it into a digital format known as micro-storytelling. This unique approach combines the art of storytelling with digital elements, creating engaging and effective micro-learning media Methodology: The methodology comprises three phases: 1) assessing the need for digital micro-storytelling development; 2) developing digital micro-storytelling; and 3) evaluating the DQ skills among young individuals. The sample group consisted of 55 higher education learners for needs assessment and 30 learners in the experiment group. Data analysis involves PNI modified, mean, and standard deviation. Contribution: This research contributes by addressing the urgent need for DQ skills in the digital era and by providing a practical solution in the form of digital micro-storytelling, tailored to the preferences and needs of Thai youth. It serves as a valuable resource for educators and policymakers seeking to empower young learners with essential digital competencies. Findings: The findings demonstrate three significant outcomes: 1) The learners wanted to organize their own learning experience with self-paced learning in a digital landscape, and they preferred digital media in the form of video. They were most interested in developing DQ to enhance their understanding of digital safety, digital security, and digital literacy; 2) according to a consensus of experts, digital micro-storytelling has the greatest degree of quality in terms of its development, content, and utilization, with an overall average of 4.86; and 3) the overall findings of the assessment of DQ skills indicate a favorable level of proficiency. Recommendations for Practitioners: Align materials with micro-learning principles, keeping content concise for effective knowledge retention. Empower students to personalize their digital learning and promote self-paced exploration based on their interests. Recommendation for Researchers: Researchers should continuously assess and update digital learning materials to align with the evolving digital landscape and the changing needs of students and investigate the long-term effects of DQ improvement, especially in terms of online safety and digital literacy in students' future lives and careers. Impact on Society: This study's impact on society is centered around fostering a DQ, promoting innovative educational approaches, and elevating Thai youth with essential digital skills. It contributes to a safer, more informed, and digitally literate generation prepared for the challenges of the digital era. Future Research: Undertake comparative studies to analyze the effectiveness of different digital learning formats and methodologies. Comparing micro-storytelling with other approaches can help identify the most efficient and engaging methods for enhancing DQ.

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“…One’s identity as a scientist or engineer has a significant impact on whether one pursues work in a science and engineering field . Identification and a sense of belonging in STEM are critical to the decision to pursue STEM education. − Storytelling plays a critical role in developing one’s sense of belonging, particularly for marginalized groups. , …”

Section: Introductionmentioning

confidence: 99%

“…2−4 Storytelling plays a critical role in developing one's sense of belonging, particularly for marginalized groups. 5,6 We know that representation in STEM fields significantly impacts marginalized students' sense of belonging. 7−10 However, textbooks rarely reflect the diversity of the student population.…”

Section: ■ Introductionmentioning

confidence: 99%

Storytelling for Social Justice and Engagement: A Materials Science Class

Posey

Lavik

2021

J. Chem. Educ.

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The biographical stories of scientists and engineers, particularly those from historically excluded groups, have been integrated into the curriculum for a materials science course. The goal is to help students connect and relate to the scientific content, while opening the door to conversations about social justice in the virtual classroom. We have covered scientists including James Parsons, Hiroshi Amano, Evelyn Roberts, Wallace Carothers, Walter Hardenberg, and Max Liboiron. Furthermore, the technical information covered in the course has been contextualized by facilitating discussions on the history of certain raw material extraction and its ties to racism, colonialism, and the atrocities that result from these practices. This course was tailored to operate in an online setting by telling the stories of these scientists during lecture, and then asking students to express their learning through informal discussions and written reflections. This methodology encouraged conversations about inclusion and the role scientists must play as they consider both their work and the world around them, and students reported higher engagement and understanding between the technical science and the stories.

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Leveraging Micro-Stories to Build Engagement, Inclusion, and Neural Networking in Immunology Education

Cited by 4 publications

References 25 publications

Virtual COVID-19 Clinical Teaching Session:

Virtual COVID-19 Clinical Teaching Session:

Crafting Digital Micro-Storytelling for Smarter Thai Youth: A Novel Approach to Boost Digital Intelligent Quotient

Storytelling for Social Justice and Engagement: A Materials Science Class

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