OBJECTIVES: The authors investigated student satisfaction with the use of comics as an educational tool in clinical medical education. METHODS: Students on a Psychiatry clinical clerkship reviewed educational comics at the time of orientation. End of clerkship surveys were utilized to assess students' perceptions about the usefulness of comics for their learning during the clerkship. Students' responses were qualitatively and quantitatively analyzed. RESULTS: Eighty-four percent of students indicated that comics helped improve their understanding of clinical concepts, while approximately 80% felt that reviewing comics prior to each clerkship rotation helped ease transition into their assigned clinical service. Almost three quarters of all responders (74%) indicated that they were more likely to review preparatory material in comic form, as compared to other formats. Students found the comics easy to read, fun, and appreciated the concise presentation of information within them. Students also highlighted the limited amount of information presented as a relative weakness of the program. CONCLUSIONS: Comics may be utilized as an acceptable educational tool in clinical medical education.
OBJECTIVES: The authors investigated student satisfaction with the use of comics as an educational tool in clinical medical education. METHODS: Students on a Psychiatry clinical clerkship reviewed educational comics at the time of orientation. End of clerkship surveys were utilized to assess students' perceptions about the usefulness of comics for their learning during the clerkship. Students' responses were qualitatively and quantitatively analyzed. RESULTS: Eighty-four percent of students indicated that comics helped improve their understanding of clinical concepts, while approximately 80% felt that reviewing comics prior to each clerkship rotation helped ease transition into their assigned clinical service. Almost three quarters of all responders (74%) indicated that they were more likely to review preparatory material in comic form, as compared to other formats. Students found the comics easy to read, fun, and appreciated the concise presentation of information within them. Students also highlighted the limited amount of information presented as a relative weakness of the program. CONCLUSIONS: Comics may be utilized as an acceptable educational tool in clinical medical education.
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Keywords:
Comics; Medical education; Psychiatry clerkship