ArticleBMC medical education2026
Effect of storytelling-based learning on child psychiatry psychopharmacology education among medical students: a controlled pretest-posttest study.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
aimThis 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
methodsA total of 54 volunteer third-year students from the Faculty of Medicine at Zonguldak Bülent 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.
resultsThere 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).
conclusionStory-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.
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