Using authentic patient encounters to engage medical students in a problem-based learning curriculum

Michael James KEPPELL, Kristine A. ELLIOTT, Gregor KENNEDY, S. ELLIOTT, Peter J. HARRIS

Research output: Chapter in Book/Report/Conference proceedingChapter

2 Citations (Scopus)

Abstract

In this chapter we will examine how medical triggers utilized in clinical scenarios are used to activate student learning in a problem-based learning medical curriculum. Medical triggers represent the first point of contact for students undertaking problem-based learning tutorials. The role of the trigger is to begin to immerse the student in the context of the weekly problem. The chapter will examine the specific design strategies that have been enlisted to engage the student in contextualizing medical problems. This examination will focus on: the nature of problem-based learning (PBL), PBL cases, problem triggers, media deployed to address the problem triggers and the epistemological beliefs of designers who develop these learner interactions. The chapter will conclude with a number of recommendations for educators utilizing authentic learning resources in technologyenhanced environments. Copyright © 2003 Individual contributors.
Original languageEnglish
Title of host publicationLearning & teaching with technology: Principles and practices
EditorsSom NAIDU
Place of PublicationLondon
PublisherKogan Page Publishers
Pages78-89
ISBN (Print)0203416899, 0203442911, 0749437766
Publication statusPublished - 2003

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medical student
curriculum
learning
student
contact
educator
scenario
examination
interaction
resources

Citation

Keppell, M. J., Elliott, K., Kennedy, G., Elliott, S., & Harris, P. (2003). Using authentic patient encounters to engage medical students in a problem-based learning curriculum. In S. Naidu (Ed.), Learning & teaching with technology: Principles and practices (pp. 78-89). London: Kogan Page Publishers.

Keywords

  • Theory and Practice of Teaching and Learning