Comparing Graphic Narrative and Text-Based Pharmacology Cases on Pharmacy Students' Cognitive Load, Workload, and Motivation.

Authors

Nicolas Picard, Vincent Roubeau

Published in

American journal of pharmaceutical education. Pages 102102. Oct 14, 2026. Epub Oct 14, 2026.

Abstract

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.
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.
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.
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.

PMID:
42874959
Bibliographic data and abstract were imported from PubMed on 15 Oct 2026.

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