Akademik Veri Yönetim Sistemi
INTERNATIONAL JOURNAL OF MORPHOLOGY, cilt.43, sa.4, ss.1202-1207, 2025 (SCI-Expanded, Scopus)
Stories are an education tool and teaching strategy, which makes lectures more memorable. This study aimed to determine the efficiency of the storytelling technique on an example anatomy lecture for terminal branches of brachialTheplexus.clas (n=90 students) was divided into two groups as Group 1 (n=47 storytelling group) and Group 2 (n=43 direct instructionheegroup). T stories related to terminal branches of brachial plexus were told to Group 1 in advance. Group 2 were lectured with thebjectsamebysu the instructor by using the theoretical direct instruction method as usual. Both groups underwent an examination includinguestions20q after the instructions. Moreover, the feedback of the storytelling group (Group 1) was evaluated using an agreement scale.mean Theage was 19.85 +/- 0.96 years. The results of the achievement test showed a significant difference between the groups. The storytelling group is higher than the results of the direct instruction group (p<0.05). More than 85 % of the students strongly or completely hatagree t storytelling is a good teaching method, helpful to explain the anatomy topics, helpful for understanding the subject, tolisteningthelesson described by storytelling technique is more effective than reading the book and this method accelerates the anatomy learningocess.Itpr can be said that the students in the storytelling group were satisfied with the anatomy lecture in many aspects. Our studyeststhatsugg storytelling could be a supplementary method in anatomy education.