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
2011 Impact Factor: 1.217
2011 SCImago Journal Rankings: 0.069
DOIhttp://dx.doi.org/10.3109/01421591003686260
ReferencesReferences in Scopus
DC Field
Value
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
2011 Impact Factor: 1.217
2011 SCImago Journal Rankings: 0.069
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
Author Affiliations
  1. University of Dundee College of Medicine, Dentistry and Nursing
  2. The University of Hong Kong
  3. Queen Mary Hospital Hong Kong