The development of a case-based e-learning module for diagnostic education in bladder cancer
Session Type
Poster
Room
The Great Hall, Somerville House (room 3326)
Start Date
17-7-2025 4:00 PM
End Date
17-7-2025 6:00 PM
Keywords
Anatomy Education, Case-Based Learning, Medical Imaging, Urinary System, Bladder Cancer, E-Learning, Diagnostic Techniques
Primary Threads
Education Technologies and Innovative Resources
Abstract
Bridging the gap between theoretical knowledge and clinical decision-making remains a critical challenge in early medical education. This project presents the development of an interactive, case-based online learning module, created with Articulate360, that introduces bladder cancer diagnosis and staging through an innovative, learner-centered approach. The module is structured in progressive sections: it begins with the foundational anatomy and histology of the bladder, advances into the pathophysiology of bladder cancer and its clinical implications, introduces diagnostic tools and their applications, and culminates in integrated clinical cases with decision-making pathways. Formative assessments including multiple-choice questions, short-answer prompts, and image-based exercises, are embedded throughout to reinforce learning and support skill development. Learners navigate diagnostic scenarios that require them to apply their cumulative knowledge through decision trees and critical reasoning challenges. These interactive elements allow students to explore anatomical structures and pathology in a clinically relevant, decision-driven context. This scaffolded structure aims to promote knowledge integration, problem-solving, and early clinical confidence. While this initial module focuses on bladder cancer, this project highlights an adaptable instructional model that can be applied across medical and health sciences education. Future modules could adapt this approach to explore a range of diseases and clinical cases. By aligning with educational strategies emphasizing experiential and digital learning, this project offers a model for creating dynamic, learner-centered online education tools that extend beyond traditional anatomy instruction.
Elements of Engagement
I will present a physical poster, which will include a QR code linking to an interactive case-based scenario from my online learning module. Participants will have the opportunity to explore a bladder cancer case using diagnostic tools such as medical imaging, and engage with branching decision trees and formative assessments that model clinical reasoning.
Attendees are encouraged to bring their own device (smartphone, tablet, or laptop) to demo the module on-site. I will also have a laptop available at the poster for guided demonstrations, if the setup allows.
I am happy to provide digital resources, including a sample case, activity overview, and optional worksheet, in PDF or Google Drive format, and can distribute them via QR code on my poster or upload them to the WCSE platform.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
The development of a case-based e-learning module for diagnostic education in bladder cancer
The Great Hall, Somerville House (room 3326)
Bridging the gap between theoretical knowledge and clinical decision-making remains a critical challenge in early medical education. This project presents the development of an interactive, case-based online learning module, created with Articulate360, that introduces bladder cancer diagnosis and staging through an innovative, learner-centered approach. The module is structured in progressive sections: it begins with the foundational anatomy and histology of the bladder, advances into the pathophysiology of bladder cancer and its clinical implications, introduces diagnostic tools and their applications, and culminates in integrated clinical cases with decision-making pathways. Formative assessments including multiple-choice questions, short-answer prompts, and image-based exercises, are embedded throughout to reinforce learning and support skill development. Learners navigate diagnostic scenarios that require them to apply their cumulative knowledge through decision trees and critical reasoning challenges. These interactive elements allow students to explore anatomical structures and pathology in a clinically relevant, decision-driven context. This scaffolded structure aims to promote knowledge integration, problem-solving, and early clinical confidence. While this initial module focuses on bladder cancer, this project highlights an adaptable instructional model that can be applied across medical and health sciences education. Future modules could adapt this approach to explore a range of diseases and clinical cases. By aligning with educational strategies emphasizing experiential and digital learning, this project offers a model for creating dynamic, learner-centered online education tools that extend beyond traditional anatomy instruction.