Factors to Consider When Designing Multimedia CBL Tools in Health Professional Programs

Colin D. King (Acadia University, Nova Scotia, Canada) and Gregory MacKinnon (Acadia University, Nova Scotia, Canada)
Copyright: © 2020 |Pages: 86
EISBN13: 9781799834861|DOI: 10.4018/JCIT.2020010105
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Abstract

Multimedia case studies are effective constructivist instructional tools that can help to design contextually authentic scenarios while also scaffolding instruction to help students move beyond their current skill and knowledge base. Although there are many advantages of using multimedia case-based learning, there are also many challenges associated with designing technology-enhanced case studies for constructivist learning. The research described herein presents the advantages and challenges that emerged from three unique learning environments in health professional education programs. In each of these environments, a multimedia educational tool (named the multimedia case-based learning sports injury assessment educational tool) was designed to engage students in authentic sport injury case scenarios. Feedback was gathered from multiple stakeholders in each learning context and used to explore the effectiveness of this technology-enhanced pedagogical approach.
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