Anne-Christine Persson1, Anna Fyrenius, Björn Bergdahl. 1. Department for Educational Development and Research, Faculty of Health Sciences, Linköping University, Linköping, Sweden. Kicki@huk.liu.se
Abstract
UNLABELLED: In 1999, the Faculty of Health Sciences at Linköping University, Sweden, started up a process of replacing text-based problem-based learning (PBL) scenarios with web-based multimedia-enhanced scenarios. This article brings together three studies of the results of this process and the experience gained from 10 years of implementation work. RESULTS AND CONCLUSIONS: Adding multimedia to PBL scenarios makes them more realistic and thereby more motivating and stimulating for the student to process. The group process is not disrupted by the introduction of the computer in the group room. It is important to challenge the students by varying the scenarios' perspective and design in order to get away from cue-seeking behaviors that might jeopardize a deep approach to learning. Scrutinizing all scenarios in a PBL curriculum can be used as a tool for improvement and renewal of the entire curriculum.
UNLABELLED: In 1999, the Faculty of Health Sciences at Linköping University, Sweden, started up a process of replacing text-based problem-based learning (PBL) scenarios with web-based multimedia-enhanced scenarios. This article brings together three studies of the results of this process and the experience gained from 10 years of implementation work. RESULTS AND CONCLUSIONS: Adding multimedia to PBL scenarios makes them more realistic and thereby more motivating and stimulating for the student to process. The group process is not disrupted by the introduction of the computer in the group room. It is important to challenge the students by varying the scenarios' perspective and design in order to get away from cue-seeking behaviors that might jeopardize a deep approach to learning. Scrutinizing all scenarios in a PBL curriculum can be used as a tool for improvement and renewal of the entire curriculum.