Investigating narrative styles in animated patient stories to increase public awareness and genetic literacy in a multiethnic Asian population.

Abstract

Animation is a tool used in medical and patient education, but little is known on the use of animated storytelling for patient education, particularly in the Asian context. This study assesses the acceptability of animated patient stories to garner interest and raise genetic literacy in a culturally diverse population like Singapore. Additionally, the study investigates key design considerations for producing informative and engaging animations for patient education. Two animations featuring cancer predisposition syndromes with different narrative styles were produced: Animation A uses a straightforward structure, while Animation B adopts a dramatized, non-linear approach. A within-subject pre-post-test survey was administered to 260 participants, consisting of patients and the general public. The survey assessed the participants' acceptability of animation, as well as knowledge and interest in genetics before and after watching both animated patient stories using a five-point Likert scale. Additionally, the animations were compared in terms of how informative, simple, engaging, appealing and well-paced using a seven-point Likert scale. Qualitative data was also collected and analysed inductively to understand participant's preferred animation. 2-tailed Wilcoxon signed-rank test showed that participants' understanding and interest in genetics significantly increased after watching the animation (V=545, p < .001; V=2125, p < .001 respectively). 61.15 % of participants preferred the dramatised animation, and it was rated significantly more informative and engaging than the straightforward animation (V=1095.5, p = .001; V=2103, p = .025 respectively). Qualitative analysis revealed that visual storytelling elements supported emotional resonance and comprehension of genetics. Animated patient stories, with a dramatised narrative style, is an acceptable tool in enhancing genetic literacy in a multiethnic Asian context. Story-driven animated patient education, co-designed by clinicians and artists, can bridge literacy gaps and increase emotional resonance to enhance information retention and engagement.