Using interactive narrative to drive student learning - Jeremy Walker, Sa'ad Laws, Paul Mussleman & Mohamud Verjee
Download as PPTX, PDF1 like690 views
1) Librarians at Weill Cornell Medicine-Qatar developed an interactive e-learning module to engage medical students during a primary care clerkship library instruction session. 2) The module used a clinical scenario and narrative format with animations, visuals, and interactivity. 3) Student feedback found the module to be more engaging than traditional lectures and highlighted learning about medical resources, though some wanted faster pacing or greater challenge.
Using interactive narrative to drive student learning - Jeremy Walker, Sa'ad Laws, Paul Mussleman & Mohamud Verjee
- 1. Sa’ad Laws, MA, MLIS Information Services Librarian Using Interactive Narrative to Drive Student Learning Mohamud A. Verjee, MBChB, FCFP Associate Professor of Family Medicine in Clinical Medicine Paul Mussleman, MLIS Information Services Librarian Jeremy Walker, MLIS Information Services Specialist
- 3. First, some quick background…
- 4. First, some quick background… https://commons.wikimedia.org/wiki/File:Qatar_location_map.svg
- 5. First, some quick background… http://www.google.com/mapshttps://commons.wikimedia.org/wiki/File:Qatar_location_map.svg
- 11. Weill Cornell Medicine Virginia Commonwealth University Carnegie Mellon University Texas A&M University Georgetown University Northwestern University Qatar Faculty of Islamic Studies HEC Paris University College London Qatar Biomedical Research Institute Qatar Computing Research Institute Qatar Environment and Energy Research Institute
- 13. Medical Education Pre-Med Year 1 Pre-Med Year 2 Medical Year 1 Medical Year 2 Medical Year 3 Medical Year 4
- 14. Medical Education Pre-Med Year 1 Pre-Med Year 2 Medical Year 1 Medical Year 2 Medical Year 3 Medical Year 4
- 15. Medical Education Pre-Med Year 1 Pre-Med Year 2 Medical Year 1 Medical Year 2 Medical Year 3 Medical Year 4 Clerkships
- 16. Medical Education Pre-Med Year 1 Pre-Med Year 2 Medical Year 1 Medical Year 2 Medical Year 3 Medical Year 4 Clerkships Introduction Critical Care Internal Medicine Medicine, Patients & Society Neurology Public Health OBGYN Pediatrics Primary Care Psychiatry Surgery
- 17. Medical Education Pre-Med Year 1 Pre-Med Year 2 Medical Year 1 Medical Year 2 Medical Year 3 Medical Year 4 Clerkships Introduction Critical Care Internal Medicine Medicine, Patients & Society Neurology Public Health OBGYN Pediatrics Primary Care Psychiatry Surgery
- 18. Primary Care Clerkship + Library Instruction https://en.wikipedia.org/wiki/Lecture_hall
- 19. Primary Care Clerkship + Library Instruction https://en.wikipedia.org/wiki/Lecture_hall http://www.dogonews.com/2012/4/28/the-towns-of-dull-and-boring-forge-an-exciting-partnership
- 20. Change it up!
- 25. Development – Clinical Scenario
- 26. Development – Clinical Scenario
- 27. Development – Clinical Scenario
- 28. Development – Clinical Scenario
- 31. Development – Stories to Storyboards
- 32. Development – Module Creation
- 33. Development – Module Creation
- 34. Development – Module Creation
- 35. Development – Module Creation
- 36. Development – Module Creation
- 37. Development – Module Creation
- 38. Development – Module Creation
- 39. Development – Module Creation
- 40. Development – Module Creation
- 41. Development – Module Creation
- 42. Development – Module Creation
- 43. Development – Module Creation
- 44. Time to teach!
- 45. Time to teach! • Multiple cohorts • Total of 40 students • Culturally diverse • ~60% Female, 40% Male
- 48. “During the eLearning teaching module, how did you perceive your learning experience?”
- 49. “During the eLearning teaching module, how did you perceive your learning experience?” 0 5 10 15 20 Boring / Uninteresting Engaging / Exciting
- 50. Comments
- 51. Comments “Best librarian presentation so far.”
- 52. Comments “Best librarian presentation so far.” “It was the best lecture for EBM!”
- 53. Comments “Best librarian presentation so far.” :) “It was the best lecture for EBM!”
- 54. Comments
- 55. Comments “What element did you enjoy most from this module, and why?”
- 56. Comments “What element did you enjoy most from this module, and why?” "Engaging", "Interactive", "Stimulating" 70% Animations & Visuals 17% Other 13% • 30 comments (75%) • “The interactive format of the session” • “It was interactive and clinically relevant”
- 57. Comments “What was the most important thing you learned?”
- 58. Comments “What was the most important thing you learned?” • 32 comments (83%) • Dynamed • Visual Dx • Micromedex • Medline "Resources" 42% Clinical Knowledge 17% Specific resources 41%
- 60. Comments Room for improvement… TOO SLOW (25%)
- 61. Comments Room for improvement… TOO EASY (anecdotal) TOO SLOW (25%)
- 66. Wrap Up & Going Forward
- 67. Wrap Up & Going Forward
- 68. Wrap Up & Going Forward Scenario and narrative based learning worked to increase engagement! Students reported enjoying mediated learning.
- 69. Wrap Up & Going Forward Scenario and narrative based learning worked to increase engagement! Students reported enjoying mediated learning.
- 70. Wrap Up & Going Forward Scenario and narrative based learning worked to increase engagement! Students reported enjoying mediated learning. Instruction and scenarios need to be more challenging and/or faster paced. Formal assessment of student learning and achievement is needed.
- 71. Sa’ad Laws, MA, MLIS Information Services Librarian THANKS Mohamud A. Verjee, MBChB, FCFP Associate Professor of Family Medicine in Clinical Medicine Paul Mussleman, MLIS Information Services Librarian Jeremy Walker, MLIS Information Services Specialist mov2002@qatar-med.cornell.edu sal2018@qatar-med.cornell.edu jpm2009@qatar-med.cornell.edu jjw2003@qatar-med.cornell.edu