Problem Based Learning and Multimedia: Innovation for Improved Learning of Medical Concepts

The curriculum of the medical course at The University of Melbourne is currently being transformed from a traditional discipline-based approach to an integrated, body systems teaching program incorporating elements of Problem Based Learning (PBL) and Information Technology (IT). This paper describes our experience with the use of interactive multimedia teaching modules and clinical-based scenarios to teach medical related concepts and principles. It examines: (1) educational context, (2) curriculum development processes, (3) mode of delivery, (4) design and development of resources and, (5) future directions. An important aspect of our approach is the emphasis on interactive CAL modules which address content areas in which staff or students have identified educational difficulties. Because of the guided nature of this approach involving clinical based reasoning these represent Directed SelfLearning (DSL) modules rather than Self-Directed Learning (SDL) modules. The integrated structure of the new medical course will encourage students to relate knowledge across years and between disciplines. Early clinical relevance and exposure will be achieved by the provision of teaching material that simulates actual clinical situations. These computer based ‘problems of the week’ will act as a trigger for student investigation of a medical condition and the underlying causal factors. Small groups of students will be guided by a tutor towards a set of learning objectives. Lectures, practical classes and self-directed learning resources will be used to reinforce these objectives. The design and development of the 60 ‘problems of the week’ required for semesters 1-5 of the new course, and the interactive multimedia teaching modules needed to support approximately 100 weeks of the new course, will be managed by the Biomedical Multimedia Unit (BMU). This involves conceptual design, graphic design, programming, evaluation and implementation into a learning framework for delivery within an intranet based multimedia laboratory. Future directions include remote access of learning material by medical doctors for continuing education.