White, Stephen and Ousey, Karen (2009) A proposal to deliver anatomy and physiology education through a multimedia problem based learning package. In: 2nd International PBL Symposium - What Are We Learning About Learning?, 10 - 12 June 2009, Republic Polytechnic, Singapore. (Submitted)

The computer-based interactive multimedia learning package proposed here, aims to present
the subjects of anatomy and physiology utilising a constructivistic theoretical framework with
a high-degree of novice to expert competency to guide the learners' cognition, using PBL and
Inter-professional Learning (IPL) themes. Intended for use by pre-registration nursing,
midwifery and Operating Department Practitioner (ODP) students, this tool would be for use
both by tutors within the classroom and by students in self-directed learning environments.
The initial sections are about ensuring the student has a foundation of knowledge. The next,
slightly more complex part introduces the PBL process and develops medium-level cognition,
involving reflection on newly presented knowledge as well as adjusting current conceptions;
this will involve providing opportunities for students to work alone with a scenario delivered
through text, images, animation and/or video. The final, more complex part of the process will
move the students to high-order cognition, where they rehearse new knowledge and relate it to
alternative systems and scenarios, to synthesise ideas and test their understanding. To promote
interaction, which stimulates new thinking, students work in pairs or small groups, either in
the classroom, or by discussion boards (synchronous/asynchronous) within a Virtual Learning
Environment (VLE). Once the students have used the package within their own professional
sphere, it is not inconceivable that scenarios could be presented to multi-professional student
groups; this will provide the opportunity to consider the subject from an alternative
professional perspective. It is not intended for this package to be the primary means of
instruction. Traditional approaches would still be used to convey the vast amount of facts,
figures, and principles that a student must learn; but it is hoped that this tool will be an
additional resource to develop the students’ ability to understand and relate theory to the
realities of practice


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