Storytelling, Concept Mapping and Reflection: A Case Study of an Innovative Teaching and Learning Approach to Promote Critical Thinking about Professional Issues

Background: Storytelling can be useful to stimulate interest and discussion and the story itself can provide a platform for cognitive rehearsal of analytical skills. Concept mapping is a powerful method for assisting learning at the conceptual level (Askinsanya & Williams 2004) and a proven teaching, learning and assessment strategy in biological sciences (Wilkes et al undated). Reflection is a method by which individuals can access, make sense of and learn through experiences (Johns 1995). This article explores the usefulness of the contextual use of story telling, and educational strategies of concept mapping and refl ection to promote critical thinking about professional issues. Method: Midwifery students were challenged to explore their perceptions of a number of issues facing their profession and develop critical thinking skills by using careful conceptual and contextual analysis. Results and conclusions: While the descriptive fi ndings are specifi c to this case, they may be transferable to similar professional education contexts. Future research is required to demonstrate quantifi able improvement in learning outcomes in response to these strategies.