Narrative pedagogies in cranial nerve anatomy: Comparing mythological and sports‐based approaches with traditional teaching

This study used a mixed methods randomized controlled experimental design to evaluate the effectiveness of narrative-based versus traditional pedagogy in teaching cranial nerve anatomy to medicine students. Eighty-eight students who had completed a previous course on the nervous system were randomized into three groups: a control group receiving standard theoretical and practical anatomy instruction, a group using a mythological narrative ("Supper of Gods"), and a group using an animated sports-themed narrative ("Head Coach Hypoglossus"). Knowledge acquisition was assessed using pre- and post-intervention multiple choice tests, while qualitative data were collected using structured interviews in the narrative groups. Results showed no significant baseline differences between groups. Although all groups improved after training, only the Head Coach Hypoglossus group showed significantly higher post-test scores (mean 13.13 ± 1.73) compared with the control (10.39 ± 3.89) and mythological narrative (10.86 ± 2.54) groups (p < 0.01). Qualitative analysis revealed that most students in the narrative groups reported improved memorization, short-term recall, and motivation, with 62% citing easier recall and 68% describing increased engagement. However, some students found story creation challenging (45%) or time-consuming (38%), and a minority felt that the narrative approach could distract from the core content. In conclusion, the integration of animated, character-driven narratives (particularly the sports-themed approach) significantly improved short-term learning outcomes and student engagement compared to traditional and myth-based methods.