Problem-based learning using patient-simulated videos showing daily life for a comprehensive clinical approach

Abstract

ObjectivesWe examined whether problem-based learning tutorials using patient-simulated videos showing daily life are more practical for clinical learning, compared with traditional paper-based problem-based learning, for the consideration rate of psychosocial issues and the recall rate for experienced learning. MethodsTwenty-two groups with 120 fifth-year students were each assigned paper-based problem-based learning and video-based problem-based learning using patient-simulated videos. We compared target achievement rates in questionnaires using the Wilcoxon signed-rank test and discussion contents diversity using the Mann-Whitney U test. A follow-up survey used a chi-square test to measure students’ recall of cases in three categories: video, paper, and non-experienced. ResultsVideo-based problem-based learning displayed significantly higher achievement rates for imagining authentic patients (p=0.001), incorporating a comprehensive approach including psychosocial aspects (p<0.001), and satisfaction with sessions (p=0.001). No significant differences existed in the discussion contents diversity regarding the International Classification of Primary Care Second Edition codes and chapter types or in the rate of psychological codes. In a follow-up survey comparing video and paper groups to non-experienced groups, the rates were higher for video (χ2=24.319, p<0.001) and paper (χ2=11.134, p=0.001). Although the video rate tended to be higher than the paper rate, no significant difference was found between the two. ConclusionsPatient-simulated videos showing daily life facilitate imagining true patients and support a comprehensive approach that fosters better memory. The clinical patient-simulated video method is more practical and clinical problem-based tutorials can be implemented if we create patient-simulated videos for each symptom as teaching materials.

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“…Dagens studenter er vokst opp med visualisert informasjon og kommunikasjon, slik at kun tekstbaserte case og annet undervisningsmateriell kan derfor virke fremmed for studentene (Kędra & Žakevičiūtė, 2019). Tidligere studier har vist at case presentert gjennom video bidrar til at studentene oppfatter casene som mer autentiske (Ikegami et al, 2017), interessante og motiverende (Chan, 2010) sammenlignet med tekstbaserte case. Video kan bidra til økt forståelse av casene (Chan, 2010), men kan også påvirke studenters etiske og emosjonelle vurderinger sammenlignet med en skriftlig fremstilling (Nunohara et al, 2020;Yadav et al, 2011).…”