Anecdote and evidence : a comparison of student performance using two learning referents

Objective: To test and discuss the worth of anecdote as a pedagogical tool when used in the undergraduate teaching of chiropractors. Method: Students undertaking the course Integrated Assessment and Diagnosis were exposed to 2 methods of teaching: one emphasising the personal experience of the lecturer as the primary learning referent and the other emphasising contemporary journal articles, internet websites, a prescribed text and other reference textbooks as the primary learning referent. Results: When examined, students who were exposed to course material which emphasised the lecturer’s personal experience as the primary learning referent obtained higher scores than when examined on material utilizing contemporary journal articles, internet websites, a prescribed text and other reference textbooks as the primary learning referent. In addition, a greater number of students provided comments which could generally be regarded as supporting the teaching style in which the lecturer’s personal experience was emphasised as the primary learning referent in comparison to those which did not. Conclusion: Teaching with anecdotes appears to be both an effective and popular means of delivering undergraduate education. The personal stories of experienced practitioners should not be overlooked in the teaching of undergraduate chiropractors.