Evaluating faculty’s perception of digital storytelling through faculty development workshop

Date of Award

10-2025

Degree Type

Thesis

Degree Name

Master of Health Professions Education (MPHE)

First Advisor

Dr Azam Afzal

Second Advisor

Dr Shanila Sohail

Third Advisor

Dr Sadia Masood

Department

Educational Development

Abstract

Background: Technology integration in medical education is essential to engage today's Generation Z learners. Digital Storytelling (DST), a multimedia-based strategy, has been recognized as a powerful teaching tool, however, research on digital storytelling in Pakistani medical education is still limited. Research Objective: To evaluate changes in faculty perceptions of readiness for digital storytelling before and after a faculty development workshop Material and
Methods: A mixed-methods approach was employed. Quantitative data were collected from 72 faculty members across three medical and dental colleges using a validated pre-and post-workshop inventory adapted from Farazkish (2019). Paired sample t-tests, descriptive analysis, and reliability testing were performed using SPSS (v25). Qualitative data gathered through focus group discussions (FGDs), and was conducted four weeks after the workshops. The transcripts were analyzed thematically using Braun and Clarke's framework.
Results: Quantitative findings showed a significant increase in overall readiness scores from pre-test (M = 3.05, SD = 0.90) to post-test (M = 3.70, SD = 0.94), with a large effect size (Cohen's d = 1.06, p < 0.001). Improvements were observed across all three institutions, with the greatest gains at Bibi Aseefa Dental College. Item-wise analysis revealed significant improvements in 19 of 24 digital competencies, particularly in advanced and creative digital skills. Qualitative analysis identified ten key themes reflecting faculty experiences, including increased motivation, enhanced confidence, recognition of DST's benefits for engagement and critical thinking, and personal growth. Challenges included time constraints, limited resources, and the need for stronger institutional support. 
Conclusion: This study demonstrates that DST workshops are effective in improving faculty readiness to adopt technology-enhanced teaching strategies. Even short, low-cost interventions can build confidence, promote creativity, and foster innovation among faculty in resource-limited settings. For sustained adoption, however, institutional investment, curriculum integration, and long-term support are essential. These findings contribute to the limited literature on DST in Pakistan and highlight its potential as a transformative pedagogical tool in medical education.

First Page

1

Last Page

109

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