Abstract

In bioethics and medical ethics education, methodologies have been developed from a range of viewpoints, between the principles-based and opposite approaches. However, all these methodologies similarly adopt the case study method as an educational approach. This study aimed to confirm the usefulness of the case study method commonly adopted in various methodologies, rather than conflicts among them, by comparing the effects of two different methodological approaches: narrative- and dramabased. Considering that the majority of case study methodologies adopt the former approach at present, the effect of the latter was focused on in the study. A study was conducted involving 85 second-year nursing students, who were divided into 2 groups: A: 43; and B: 42. To examine a case, 2 different study materials, a narrative text and drama DVD, were prepared, with the same content. Group A students were initially read the narrative text, and underwent a questionnaire. Subsequently, they watched the drama DVD, and underwent a similar questionnaire. In contrast, those of Group B as control students initially watched the drama DVD, and underwent the questionnaire to confirm their levels of comprehension of the case. They subsequently read the narrative text, and underwent a similar questionnaire. The results showed no differences in the level of comprehension between the narrative text and drama DVD in Group B, while the level of comprehension was higher when watching the drama DVD in Group A, suggesting the usefulness of using drama cases in case studies.