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Health education, Medical education, Nursing education, IntroductionDigital storytelling (DST) is a combination of the storytelling and digital components including texts, pictures, recorded audio narrations, music and videos ( 1,). As the story of Sinuhe in ancient Egypt, the story of Homer in Greece, or the legends of the early humans suggest, no one can deny the role of storytelling as the basis of human communication, for this oral tradition has contributed to the teaching and transferring knowledge, skills, attitudes, and values ( 2,, 3,). Storytelling and learning are inextricably intertwined because the process of writing a story is a process of producing meaning, and accordingly, it is a new notion in the field of education ( 4,, 5,). In health practice which students have daily encounters to plenty of client&,rsquo s stories ( 6,), storytelling could be a potential tool to obtain the educational goals especially critical thinking ( 7,), the central goal in any educational system ( 8,).However, with the advent of technology, this ancient art has gained a digitized mode ( 2,). In the late 1980s, DST movement emerged in the Center for Digital Storytelling (CDS), a non-profit community art organization in Berkeley, California by Joe Lambert that had an experience in theater. CDS developed components of DST, which are self-revelatory, personal or first person voice, live experiences, photos more than moving images, soundtracks, length and design, and intention. According to CDS, these elements define DST ( 9,).Lambert also mentioned seven steps in digital storytelling in story circle. These steps are owning your insights, finding the moment, seeing, hearing, assembling and sharing your story ( 9,, 10,). Although CDS has raised seven steps for digital storytelling, Robin (2016) considered DST in a 12-step process for educatorsincluding choosing a topic, conducting research on the topic, writing the first draft of the script, receiving feedback on the script,revising the script, finding, creating and adding images, respecting copyrights, creating a storyboard, recording audio narration,adding background music (optional), building the digital story, and publishing it. For educational uses, Robin has considereda three- to eight-minute length ( 1,).In addition to what Lambert ( 9,) and Robin ( 1,) have done, the literature shows various designs of DST. For example, Schuck and Kearney ( 11,) presented the steps of capturing pedagogical frame and developing the idea, structuring story board, arranging storyboard, preparing the video, video-recording, arranging the video, presentation of the video to a small group, presentation of the video to general audience/classroom, and dissemination. Nowadays, as we explore the &,ldquo digital storytelling&,rdquo topic on the Internet, we face a volume of studies as well as books that have introduced this technology in various subject instructions. It means DST has become a powerful educational technology for teaching and learning in recent years ( 12,) in which higher order thinking (HOTS) skills of Bloom digital taxonomy ( 13,) are used. According to these studies, by making a digital story, students involve in reflection ( 14,- 16,), sharing ideas and forming learning communities ( 12,, 17,), increased levels of active participation ( 16,, 18,), meaning making and making progress in multiliteracy like digital literacy, global literacy, technology literacy, visual literacy, and information literacy ( 10,). Since one of the stages of DST involves sharing digital stories, there is an opportunity for all learners to share their experiences and receive peer feedback ( 14,, 19,, 20,). Hence, collaborative learning and social learning are facilitated through DST ( 12,). Due to the development of question making skills, organizing ideas, expressing opinions, and constructing meaningful narratives ( 12,), the skill of interpersonal communication ( 21,, 22,) and empathy ( 21,, 23,) are promoted. All advantages mentioned above for DST confirm the personal nature and first-person voice of digital stories that CDS regards as essential elements of digital storytelling ( 9,) and a critical issue in learning process. In spite of this, in educational uses of DST, Robin (2006) refers to decision making and those responsible for DST, an instructor or a student ( 10,). When the instructor uses DST, the students only see the product without engagement in the DST process. Consequently, first person narrative is produced by the teacher not the students, so it is possibly hard to achieve many of the benefits of digital storytelling. On the other hand, there are some evidence that the boundary between DST and any other videos which are shared in online environments is clear-cut ( 1,, 14,, 24,, 25,). There are some systematic reviews conducted on DST for instance, de Jager, et al. (2017), who conducted a systematic review of digital storytelling in research ( 26,), Stargatt et.al (2019), who introduced their review protocol to investigate the health-related outcomes of DST on elderlies engaged in digital storytelling ( 27,), and Moreau (2018), who examined the contexts and goals of implementation of DST in health profession education ( 28,). However, it is still unknown how and by whom the digital storytelling has been used in health education. In this perspective, the aims of this review in health education include identifying, 1- what steps of DST are used? (process) 2- who do the digital storytelling? (producers, learner or others) 3- what are the educational implications of digital storytelling and 4- what fields of health profession have used DST? (field of study)MethodsThis study is a systematized review like a systematic review except that some of its components are omitted. According to Grant (2009), a systematized review attempts to include one or more elements of a systematic review when researchers do not have access to all resources required for a systematic review. The researcher may or may not include a comprehensive search or quality assessment ( 29,). To find literature about the implications and the methods of DST in health education, the e-search was performed using PubMed, Science Direct and Scopus. The search was also performed with Google Scholar search engine. The following search terms &,ldquo Digital Storytelling&,rdquo and &,ldquo Health Profession Education&,rdquo were used based on the research questions in English-language literature with no time limitation in February 2020. We also used advanced search options and Boolean operators &,lsquo AND&,rsquo and &,lsquo OR&,rsquo and search strategies. For illustration, PubMed was searched with this strategy, ((",Health Education",[Mesh] OR ",Health Education, Dental",[Mesh] OR ",Education, Public Health Professional",[Mesh]) OR ( ",Education, Medical",[Mesh] OR ",Education, Medical, Undergraduate",[Mesh] OR ",Education, Medical, Graduate",[Mesh] OR ",Education, Medical, Continuing",[Mesh] )) OR ( ",Education, Nursing",[Mesh] OR ",Nursing Education Research",[Mesh] OR ",Education, Nursing, Continuing",[Mesh] OR ",Education, Nursing, Graduate",[Mesh] OR ",Education, Nursing, Baccalaureate",[Mesh] OR ",Education, Nursing, Associate",[Mesh] OR ",Education, Nursing, Diploma Programs",[Mesh] ) AND Digital storytelling. The study selection was done for data collection and all records were checked for duplications using Endnote. The EndNote software (version X9) was used to manage the included as well as excluded articles in the research process. The following criteria were considered for the inclusion of papers in this review, Paper format, journal article Type of article, experimental, case study and case report, mixed method and qualitative study Paper language, English Paper subject, Digital Storytelling in Health Profession Education After that, the screening was done at three levels, title, abstract, and full study. At level one, irrelevant papers to health sciences were excluded. At level two, abstracts were reviewed according to exclusion criteria to choose relevant papers. The exclusion criteria were the review articles, books, abstract only, comments or letters, and languages other than English. Finally, the full texts were assessed based on QUESTS dimensions (Table 1, and 2,), and the eligible articles were found. In addition, some studies were found through hand searching, which were evaluated, too. QualityHow good is the evidence?UtilityTo what extent can the method be transferred and adopted without modification?ExtentWhat is the extent of the evidence? StrengthHow strong is the evidence?TargetWhat is the target? What is being measured? How valid is the evidence? SettingHow close does the context or setting approximate? How relevant is the evidence? Table 1. The QUESTS Dimensions for Evaluating Evidence in Educational Practice Name of studyAuthor/ yearQualityUtilityExtentStrengthTargetSettingBridging storytelling traditions with digital technology Cueva, M./2013 (31,)BCABCCA CBPR1, approach to finding community strengths and challenges to prevent youth suicide and substance abuse Holliday, C.E./ 2016 (32,)BCAABBDesign, Implementation, and Lessons Learned from a Digital Storytelling Project in an Undergraduate Health Promotion Theory Course Rimando, M./ 2015 (33,)BCAABCThe power of digital storytelling as a culturally relevant health promotion tool Briant, K.J./ 2016 (34,)BCAABBDigital storytelling, a tool for health promotion and cancer awareness in rural Alaskan communities Cueva, M./ 2015 (35,)CCAABBDigital storytelling as a narrative health promotion process, Evaluation of a pilot studyDiFulvio, G.T. / 2016 (36,)CCABACPuerto Rican Latina youth coming out to talk about sexuality and identity Fiddian-Green, A./ 2017 (37,)BCAABAFrom intervention to invitation, reshaping adolescent sexual health through storytelling and games Gilliam, M./ 2012 (38,)BCBACAStories for change, Development of a diabetes digital storytelling intervention for refugees and immigrants to Minnesota using qualitative methods Health behavior, health promotion and society Njeru, J.W./ 2015 (39,)BCABBBImagine HEALTH, Results from a randomized pilot lifestyle intervention for obese Latino adolescents using Interactive Guided Imagery Weigensberg, M.J./ 2014 (40,)BBACCAPromoting Positive Youth Development and Highlighting Reasons for Living in Northwest Alaska Through Digital Storytelling Wexler, L./ 2013 (41,)BCABBBPilot feasibility study of a digital storytelling intervention for immigrant and refugee adults with diabetes Wieland, M.L./ 2017 (42,)CCABABEfficacy of rational emotive digital storytelling intervention on knowledge and risk perception of HIV/AIDS2, among schoolchildren in Nigeria Ezegbe, B./ 2018 (43,)CCACBBDigital storytelling, An emergent method for health promotion research and practice Gubrium, A.C./ 2019 (44,)BCAAACPeople of immigrant and refugee background sharing experiences of mental health recovery, reflections and recommendations on using digital storytelling Mcdonough, S./ 2019 (17,)BCABCCA pediatric digital storytelling system for third year medical students, the virtual pediatric patients D&apos,Alessandro, D.M./ 2004 (45,)BCAAACDigital storytelling for reflection in undergraduate medical education, a pilot study Sandars, J. / 2009 (15,)CCABACDevelopment and evaluation of a digistory3, about autistic spectrum disorder - a pilot study Codd, A./ 2018 (46,)CCAABCDigital storytelling, an innovative technological approach to nursing education Price, D./ 2015 (5,)BCACACCreation and Online Use of Patient-Centered Videos, Digital Storytelling, and Interactive Self-testing Questions for Teaching Pathophysiology DeLenardo, S./ 2019 (47,)CCAAACChallenging the shock of reality through digital storytelling Stacey, G./ 2011 (14,)BCABACThe use of digital storytelling in nursing education, case of turkey, Web 2.0 practice Tatli, Z./ 2017 (23,)CCACCCDigital stories, Incorporating narrative pedagogy Gazarian, P.K./ 2010 (20,)BCAABCUsing a digital storytelling assignment to teach public health advocacy de Castro, A.B. / 2017 (48,)BCAAACA family nursing educational intervention supports nurses and families in an adult intensive care unit Eggenberger, S.K./ 2016 (25,)CBABACLearning from clinical placement experience, Analyzing nursing students&,rsquo final reflections in a digital storytelling activity Paliadelis, P./ 2016 (49,)CCABBCDevelopment of a digital storytelling resource to support children&apos,s nursing students in neonatal care Petty, J./ 2017 (24,)BCABACDangling conversations, Reflections on the process of creating digital stories during a workshop with people with early-stage dementia Stenhouse, R./ 2012 (50,)BCABBCDigital storytelling in clinical replacement studies, Nursing students&apos, experiences Urstad, K.H./ 2018 (16,)CCABACOmnipresent learning via interactive media Lyons, T. / 2013 (18,)CCABACFeasibility and Acceptability of a 3-Day Group-Based Digital Storytelling Workshop among Caregivers of Allogeneic Hematopoietic Cell Transplantation Patients, A Mixed-Methods Approach Kim, W./ 2019 (51,)CCABBCMoms Supporting Moms, Digital Storytelling with Peer Mentors in Recovery from Substance Use Paterno, M.T./ 2018 (52,)BCABBCWeb-based survey on the effect of digital storytelling on empowering women to seek help for urogenital atrophy Cumming, G.P./ 2010 (53,)BCAAACSimulating social work practice online with digital storytelling, challenges and opportunities Goldingay, S./ 2018 (54,)CCABACAn interdisciplinary approach to the development of professional identity through digital storytelling in health and social care and teacher education Mari&,#769 n, V.I./ 2018 (19,)BCBBAC1Community-based participatory research 2Human Immunodeficiency Virus/ Acquired Immunodeficiency Syndrome 3Digital story |