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Using Authentic Patient Interactions to Teach Cervical Screening to Medical Students
PROCEEDINGS

, Hong Kong Institute of Education, Hong Kong ; , , , The University of Melbourne, Australia ; , The University of Queensland, Australia ; , University of Auckland, New Zealand ; , The University of Melbourne, Australia

EdMedia + Innovate Learning, in Honolulu, Hawaii, USA ISBN 978-1-880094-48-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Abstract: This paper examines a multimedia learning design which utilises principles of situated cognition and an authentic learning environment to teach medical students about cervical screening. A situated-learning design was adopted as it provided a means of engaging the medical student with legitimate cases of women who have barriers to cervical screening. The constructivist environment also includes a range of tools including a library, glossary and notebook to allow the user to investigate and examine concepts in further detail. This module aims to improve cervical screening by providing a resource for medical students and practising doctors. Two Australian universities and one New Zealand University collaborated in the design and development of the module.

Citation

Keppell, M., Gunn, J., Hegarty, K., Madden, V., O'Connor, V., Kerse, N. & Judd, T. (2003). Using Authentic Patient Interactions to Teach Cervical Screening to Medical Students. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1439-1446). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 26, 2019 from .

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