Effect of storytelling-based learning on child psychiatry psychopharmacology education among medical students: a controlled pretest-posttest study
Oznur Adiguzel Akman, Mustafa Cagatay Buyukuysal
article (Uluslararası, Hakemli) | Yazar(lar): Oznur Adiguzel Akman, Mustafa Cagatay Buyukuysal | Yıl: 2026 | Dergi/Kurum: BMC MEDICAL EDUCATION | İndeks: WOS.SCI, WOS.SSCI | DOI: 10.1186/s12909-026-09860-x | Anahtar Kelimeler: Storytelling-based learning, Child psychiatry education, Psychopharmacology, Medical students
Aim This study aimed to examine the effects of a story-based example-developed by the author and centered on the commonly used active ingredient "fluoxetine" in child psychiatry clinical practice-on the academic performance of medical students, compared with traditional teaching methods. Additionally, the study sought to evaluate medical students' views, perceptions, and attitudes toward this educational approach. Materials and methods A total of 54 volunteer third-year students from the Faculty of Medicine at Zonguldak B & uuml;lent Ecevit University in the 2025-2026 academic year were included in the study. Participants were allocated into two groups using a matched allocation procedure based on age and sex to ensure baseline comparability between groups. One group received training through the text titled "Worlds Colored By The Journey With Fluoxetine", written by the researcher, in which the mechanism of action, side effects, indications, and contraindications of fluoxetine were presented in a narrative format. The other group was taught the same content using a traditional instructional method. The impact on students' academic performance was assessed through pre-test and post-test evaluations. Results There were no statistically significant differences between the theoretical and story-based education groups in terms of age, gender, income, place of residence, presence of comorbid medical conditions, or psychiatric history (p>0.05). In both groups, fluoxetine quiz scores increased significantly from pre-test to post-test (p < 0.001 and p < 0.001). However, the rate of improvement in the story-based group was found to be significantly higher than in the theoretical group (p = 0.004). Conclusion Story-based instruction was associated with greater improvement in fluoxetine knowledge scores compared with traditional instruction, and students generally reported positive attitudes toward this educational approach. These findings suggest that storytelling may be a useful complementary method for teaching psychopharmacological concepts in medical education. Further studies are needed to evaluate its broader applicability and long-term educational effects.