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 課程與教學:個別教學範疇
  • GH 運動科學、醫療康護及社會福利
    • GHC 教學方法與效果
• F 教與學
  • FD 傳意媒介、資訊科技在教學上的應用

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

• 專上教育

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]

• 英文

期刊論文

• 0142159X

• 10.3109/01421591003686260

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

2011-01-21