Implementation of digital storytelling in an occupational therapy gross anatomy course

Abstract

This discursive article explores the integration of digital storytelling into an occupational therapy gross anatomy course as a novel pedagogical approach to deepen students' understanding of the functional significance of hand anatomy. Digital storytelling utilizes technology to produce self-narrated meaningful stories and presentations that allow for a rich interaction with the audience. Digital storytelling in the classroom has been demonstrated to engage students, improve literacy skills, and stimulate creativity. The goal of this project was to challenge occupational therapy students to reflect on the role of hands in personal and community contexts through digital storytelling. Two digital storytelling projects were assigned to first year occupational therapy students enrolled in a gross anatomy course; one project was to capture the importance of their hands and the other to express the importance of a community member's hands. Students' meaningful submissions and positive feedback indicate that the Digital Hand Stories served as a valuable activity. These activities enabled students to reflect on the functional and symbolic roles of hands in both personal and professional contexts. The project motivated occupational therapy students to consider the importance of their hands beyond their anatomical structures.