Storytelling for learning in a diagnostic radiography community of practice
Creators: name: Robertson, Amy
Publisher: name: Lancaster University
Year: 2019

description: Background: There is a noted lack of definition in storytelling practice.
      The definitions that are present in the literature are slippery at best.
      Stories fit under the umbrella term of narrative and can be reflective,
      creative and value laden – often revealing underlying importance about the
      human condition. Research in the discipline of Radiography concerning
      educational storytelling is novel. The concepts of storytelling for adult
      teaching, assessment and learning in other areas of health and wider
      practice do not appear to follow a logical pattern of development.
      Storytelling has potential to impact the learning and teaching practices
      in Radiography can be transformative, reflective and powerful.
      
      Research Question: How is the practice of ‘storytelling for teaching’
      understood and perceived by a community of practice within Diagnostic
      Radiography HE? 
      
      Method: The research incorporated a two-stage process that enabled
      exploration of the existing research base in a ‘new’ collective way and
      how this was articulated in a local community of practice. The two parts
      were:
      
      Part 1. A systematic review of the literature - a meta-ethnographic
      review. To establish a collective understanding from the work of others to
      create a new understanding.
      
      Part 2. A collaborative process - Appreciative inquiry action research
      (n=18). To explore, understand and develop ideas for storytelling for
      teaching’s integration into a community of practice with a range of
      stakeholders in the learning environment.
      
      Findings: There were six overarching common themes relating to the
      practical applications of storytelling and exactly how it could be
      incorporated into teaching and learning in Part one of the research. These
      were grouped as: Relatability; Analogies and contrast; Reflective
      practice; Setting and the visual; Practicalities of the ‘how’; and, Common
      pitfalls. In part two there were six overt themes identified from the AI
      working group discussions: Intrinsic story skill; Emotions; Real, Clinical
      world; Story practices; and, Resources.
      
      Conclusion: A model for storytelling practice for teaching is proposed and
      can be used as a toolkit to enhance learning and teaching practices using
      story. The model should be approached as a tool not a panacea and used
      when classroom conditions are developed (collaborative, personal and
      community focussed) for transformative experiences to occur. There are
      some key contextual features which need to be considered when implementing
      story practices such as; transformative focussed leadership, school-wide
      culture and de-centralised ownership. Storytelling may have a large role
      to play in developing 21st century ready learners who can think critically
      but who remain open to identity changes in a changeable and unpredictable
      future. This is critically important in the fast evolving and changeable
      field of healthcare not least Radiography.