Using authentic patient interactions to teach cervical screening to medical students

Michael James KEPPELL, Jane GUNN, Kelsey HEGARTY, Vanessa MADDEN, Vivienne O'CONNOR, Ngaire KERSE, Terry JUDD

Research output: Chapter in Book/Report/Conference proceedingChapter

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. Copyright © 2003 The Association for Advancement of Computing in Education.
Original languageEnglish
Title of host publicationProceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003
EditorsDavid LASSNER, Carmel MCNAUGHT
Place of PublicationChesapeake, VA
PublisherThe Association for Advancement of Computing in Education
Pages1439-1446
ISBN (Print)9781880094488
Publication statusPublished - 2003

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medical student
interaction
learning
multimedia
cognition
New Zealand
learning environment
university
resources
education

Citation

Keppell, M., Gunn, J., Hegarty, K., Madden, V., O'Connor, V., Kerse, N., et al. (2003). Using authentic patient interactions to teach cervical screening to medical students. In D. Lassner & C. McNaught (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2003 (pp. 1439-1446). Chesapeake, VA: The Association for Advancement of Computing in Education.