Using interactive narrative to drive student learning - Jeremy Walker, Sa'ad Laws, Paul Mussleman & Mohamud Verjee
1. Saâad 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
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
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
56. Comments
âWhat element did you enjoy most from this module, and why?â
"Engaging",
"Interactive",
"Stimulating"
70%
Animations &
Visuals
17%
Other
13%
âą 30 comments (75%)
âą âThe interactive format
of the sessionâ
âą âIt was interactive and
clinically relevantâ
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. Saâad 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