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Article: Advantages of video trigger in problem-based learning
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TitleAdvantages of video trigger in problem-based learning
 
AuthorsChan, LK2 3
Patil, NG2 3
Chen, JY2 3
Lam, JCM3
Lau, CS1
Ip, MSM2 3
 
Issue Date2010
 
PublisherInforma Healthcare. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/0142159X.asp
 
CitationMedical Teacher, 2010, v. 32 n. 9, p. 760-765 [How to Cite?]
DOI: http://dx.doi.org/10.3109/01421591003686260
 
AbstractBackground: Traditionally, paper cases are used as 'triggers' 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. © 2010 Informa UK Ltd All rights reserved.
 
ISSN0142-159X
2013 Impact Factor: 2.045
 
DOIhttp://dx.doi.org/10.3109/01421591003686260
 
ISI Accession Number IDWOS:000282894300014
Funding AgencyGrant Number
University Grant Committee, Hong Kong Special Administrative Region
Funding Information:

We thank the numerous teachers and patients involved in the production of the video triggers at the University of Hong Kong, Tsinghua University and Zhejiang University. We also thank Ms Ada Lam for her time and effort spent on this project and her excellent organization and administrative skills. This project is supported by a Teaching Development Grant from the University Grant Committee, Hong Kong Special Administrative Region.

 
ReferencesReferences in Scopus
 
DC FieldValue
dc.contributor.authorChan, LK
 
dc.contributor.authorPatil, NG
 
dc.contributor.authorChen, JY
 
dc.contributor.authorLam, JCM
 
dc.contributor.authorLau, CS
 
dc.contributor.authorIp, MSM
 
dc.date.accessioned2010-12-23T08:34:40Z
 
dc.date.available2010-12-23T08:34:40Z
 
dc.date.issued2010
 
dc.description.abstractBackground: Traditionally, paper cases are used as 'triggers' 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. © 2010 Informa UK Ltd All rights reserved.
 
dc.description.naturepostprint
 
dc.identifier.citationMedical Teacher, 2010, v. 32 n. 9, p. 760-765 [How to Cite?]
DOI: http://dx.doi.org/10.3109/01421591003686260
 
dc.identifier.citeulike11159248
 
dc.identifier.doihttp://dx.doi.org/10.3109/01421591003686260
 
dc.identifier.epage765
 
dc.identifier.hkuros176884
 
dc.identifier.isiWOS:000282894300014
Funding AgencyGrant Number
University Grant Committee, Hong Kong Special Administrative Region
Funding Information:

We thank the numerous teachers and patients involved in the production of the video triggers at the University of Hong Kong, Tsinghua University and Zhejiang University. We also thank Ms Ada Lam for her time and effort spent on this project and her excellent organization and administrative skills. This project is supported by a Teaching Development Grant from the University Grant Committee, Hong Kong Special Administrative Region.

 
dc.identifier.issn0142-159X
2013 Impact Factor: 2.045
 
dc.identifier.issue9
 
dc.identifier.openurl
 
dc.identifier.pmid20795807
 
dc.identifier.scopuseid_2-s2.0-77956070016
 
dc.identifier.spage760
 
dc.identifier.urihttp://hdl.handle.net/10722/129284
 
dc.identifier.volume32
 
dc.languageeng
 
dc.publisherInforma Healthcare. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/0142159X.asp
 
dc.publisher.placeUnited Kingdom
 
dc.relation.ispartofMedical Teacher
 
dc.relation.referencesReferences in Scopus
 
dc.rightsMedical Teacher. Copyright © Informa Healthcare.
 
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License
 
dc.subject.meshCommunication
 
dc.subject.meshEducation, Medical, Undergraduate - methods
 
dc.subject.meshPhysician-Patient Relations
 
dc.subject.meshProblem Solving
 
dc.subject.meshProblem-Based Learning - methods
 
dc.titleAdvantages of video trigger in problem-based learning
 
dc.typeArticle
 
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<contributor.author>Lau, CS</contributor.author>
<contributor.author>Ip, MSM</contributor.author>
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<description.abstract>Background: Traditionally, paper cases are used as &apos;triggers&apos; 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&apos; 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. &#169; 2010 Informa UK Ltd All rights reserved.</description.abstract>
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Author Affiliations
  1. University of Dundee College of Medicine, Dentistry and Nursing
  2. The University of Hong Kong
  3. Queen Mary Hospital Hong Kong