American journal of pharmaceutical education · 2026
Comparing Graphic Narrative and Text-Based Pharmacology Cases on Pharmacy Students' Cognitive Load, Workload, and Motivation.
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Picard Nicolas, Roubeau Vincent
Аннотация
OBJECTIVE: To compare graphic narrative and conventional text-based formats for medication-related case-based learning among undergraduate pharmacy students, focusing on perceived cognitive load, workload, and situational motivation.
METHODS: This single-center exploratory study was conducted during scheduled pharmacology tutorials at the Faculty of Pharmacy, University of Limoges, France. Third- and fourth-year students completed post-session questionnaires after working on medication-related cases presented as either graphic narratives or conventional text-based cases. The main analysis compared students exposed to the graphic narrative format with those exposed to the text-based format. Global cognitive load was assessed using the Paas mental effort scale, workload using five adapted NASA-TLX dimensions, and motivation using a French translation of the Situational Motivation Scale. A secondary paired analysis was conducted among third-year students exposed to both formats.
RESULTS: The main analyzed sample included 101 students: 55 in the graphic narrative group and 46 in the text-based group. Graphic narrative cases were associated with lower perceived cognitive load, lower mental demand, lower frustration or stress, and higher intrinsic motivation than text-based cases. Perceived performance did not differ significantly between groups. The paired analysis among 46 third-year students showed a similar pattern, with lower cognitive load and workload on several dimensions and higher intrinsic motivation after graphic narrative cases.
CONCLUSION: Graphic narrative clinical cases may represent a useful complementary format for medication-related learning in pharmacy education. Further studies should determine whether these favorable subjective outcomes translate into improved learning, retention, and clinical reasoning performance.
METHODS: This single-center exploratory study was conducted during scheduled pharmacology tutorials at the Faculty of Pharmacy, University of Limoges, France. Third- and fourth-year students completed post-session questionnaires after working on medication-related cases presented as either graphic narratives or conventional text-based cases. The main analysis compared students exposed to the graphic narrative format with those exposed to the text-based format. Global cognitive load was assessed using the Paas mental effort scale, workload using five adapted NASA-TLX dimensions, and motivation using a French translation of the Situational Motivation Scale. A secondary paired analysis was conducted among third-year students exposed to both formats.
RESULTS: The main analyzed sample included 101 students: 55 in the graphic narrative group and 46 in the text-based group. Graphic narrative cases were associated with lower perceived cognitive load, lower mental demand, lower frustration or stress, and higher intrinsic motivation than text-based cases. Perceived performance did not differ significantly between groups. The paired analysis among 46 third-year students showed a similar pattern, with lower cognitive load and workload on several dimensions and higher intrinsic motivation after graphic narrative cases.
CONCLUSION: Graphic narrative clinical cases may represent a useful complementary format for medication-related learning in pharmacy education. Further studies should determine whether these favorable subjective outcomes translate into improved learning, retention, and clinical reasoning performance.