Exploring Student Experiences and Perceptions of Digital Storytelling in Occupational Therapy Education: A Comprehensive Analysis and Evaluation

The COVID-19 pandemic heightened the need for digital transformation in higher education, emphasizing the importance of incorporating digital pedagogy. This study explored student experiences and perceptions of digital storytelling, a multimedia-based narrative technique, as an innovative assessment method in occupational therapy education. First-year, first-semester entry-level Doctor of Occupational Therapy students created digital stories on mental health topics and completed self-reflection papers. A retrospective qualitative descriptive method was employed, analyzing 14 consented self-reflection papers. Emerging qualitative themes revealed that digital storytelling enhanced students' understanding of occupational performance impacts, led to the development and utilization of transferrable skills for clinical practice, and was identified as a valuable tool for advocacy and stigma reduction. Results indicate that digital storytelling can be a valuable and innovative assessment method in occupational therapy education, fostering clinical knowledge, critical reflection, and professional skill development (e.g., empathy, problem-solving, communication, and creativity). This approach aligns with the broader trend of digital pedagogy integration in higher education and can also assist with meeting accreditation standards in occupational therapy curricula.