The Effects of a Narrative Introduction on Medical Students’ Clinical Knowledge in a Multimedia Learning Environment

• In Event: Instructional and Technological Innovations in Education

Abstract

We studied the effects of a contextualizing narrative on medical students’ clinical knowledge and skills in a multimedia learning environment. It was hypothesized that a contextualizing narrative introduction would help students understand the core features of the instructional material, transfer knowledge to a similar case, and improve clinical skills than an expository introduction. One hundred fifty four 2nd year medical students agreed to participate in this study. It found that the expository group showed a higher score in the items that were described in the introduction (both narrative and expository) but not central to the narrative structure and the narrative group showed a higher score in the items that applied their knowledge to a novel case.

Authors

• Hyuksoon S. Song, Georgian Court University

• Michael Nick, New York University

• Umut Sarpel, New York University

• Martin V. Pusic, Teachers College, Columbia University

• Jan L. Plass, New York University

• Adina L. Kalet, New York University