Using Authentic Patient Interactions to Teach Cervical Screening to Medical Students
Mike Keppell, Hong Kong Institute of Education, Hong Kong ; Jane Gunn, Kelsey Hegarty, Vanessa Madden, The University of Melbourne, Australia ; Vivienne O'Connor, The University of Queensland, Australia ; Ngaire Kerse, University of Auckland, New Zealand ; Terry Judd, 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: 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.
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).
© 2003 Association for the Advancement of Computing in Education (AACE)