Advantages of video trigger in problem-based learning

Advantages of video trigger in problem-based learning

• Chan, Lap Ki Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, and Department of Anatomy, University of Hong Kong
• Patil, Nivritti G. Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, and Department of Surgery, University of Hong Kong
• Chen, Julie Y. Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, and Department of Medicine, University of Hong Kong
• Lam, Jamie C. M. Department of Medicine, Queen Mary Hospital, Hong Kong
• Lau, Chak S. Division of Medicine and Therapeutics, Ninewells Hospital and Medical School, University of Dundee, Dundee, UK
• Ip, Mary S. M. Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, and Department of Medicine, University of Hong Kong

Medical Teacher, 32(9), 760-765, 2010

Informa Healthcare

2010

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GH Sport Science, Health & Welfare
    • GHC Teaching Methods & Their Outcomes
• F Learning & Teaching
  • FD Application of Communicative Media, IT in Learning & Teaching

Medical Appointments & Schedules Medical Colleges Medical Students Physician & Patient Problem-Based Learning Questionnaires Satisfaction Scale Analysis (Psychology) Students Teachers Teachers -- Attitudes Teaching -- Aids & Devices Video Recording Teaching Methods Education Hong Kong

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

Background: Traditionally, paper cases are used as 'riggers' to stimulate learning in problem-based learning (PBL). However, video may be a better medium because it preserves the original language, encourages the active extraction of information, avoids depersonalization of patients and allows direct observation of clinical consultations. In short, it exposes the students to the complexity of actual clinical problems.
Aim: The study aims to find out whether students and facilitators who are accustomed to paper cases would prefer video triggers or paper cases and the reasons for their preference.
Method: After students and facilitators had completed a video PBL tutorial, their responses were measured by a structured questionnaire using a modified Likert scale.
Results: A total of 257 students (92%) and 26 facilitators (100%) responded. The majority of students and facilitators considered that using video triggers could enhance the students' observational powers and clinical reasoning, help them to integrate different information and better understand the cases and motivate them to learn. They found PBL using video triggers more interesting and preferred it to PBL using paper cases.
Conclusion: Video triggers are preferred by both students and facilitators over paper cases in PBL.
[Copyright of Medical Teacher is the property of Informa Healthcare . Full article may be available at the publisher's website:
http://dx.doi.org/10.3109/01421591003686260]

• English

Journal Articles

• 0142159X

• 10.3109/01421591003686260

https://bibliography.lib.eduhk.hk/en/bibs/18340e38

2011-01-21