King aorta: Narrative anatomy education.

Abstract

The aim of this study was to investigate the effects of narrative anatomy education and traditional anatomy education on academic achievement. The study included 64 students who were randomly divided into two groups. The two groups were (n = 32) control (Group 1) and (n = 32) experimental (Group 2). The pretest scores of the two groups were 36.40 ± 12.58 and 35.46 ± 9.18, respectively, and the difference between them was not significant. On this basis, the groups were randomly divided into experimental and control groups. The control group received traditional anatomy instruction, while the experimental group received narrative anatomy instruction in addition to traditional instruction. The posttest scores of the control group were 43.12 ± 10.37, while those of the experimental group were 57.03 ± 14.01, and there was a statistically significant difference (p < 0.001). It is predicted that providing narrative anatomy education in addition to traditional anatomy education will have a positive effect on academic success. The qualitative findings of the study revealed several key findings. Participants in the experimental group reported that narrative education facilitated a deeper understanding and retention of anatomical concepts. They highlighted the use of metaphors and storytelling as helpful in making complex material more relatable and memorable. In addition, students expressed that the narrative approach increased their engagement and motivation, contributing to a more enjoyable learning experience. These qualitative findings highlight the potential of narrative education to complement traditional teaching methods and provide a more holistic and interactive learning experience.