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Article: Advantages of video trigger in problem-based learning

TitleAdvantages of video trigger in problem-based learning
Authors
Issue Date2010
PublisherInforma Healthcare. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/0142159X.asp
Citation
Medical Teacher, 2010, v. 32 n. 9, p. 760-765 How to Cite?
Abstract
Background: 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.
Persistent Identifierhttp://hdl.handle.net/10722/129284
ISSN
2013 Impact Factor: 2.045
ISI Accession Number ID
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.

References

 

Author Affiliations
  1. University of Dundee College of Medicine, Dentistry and Nursing
  2. The University of Hong Kong
  3. Queen Mary Hospital Hong Kong
DC FieldValueLanguage
dc.contributor.authorChan, LKen_HK
dc.contributor.authorPatil, NGen_HK
dc.contributor.authorChen, JYen_HK
dc.contributor.authorLam, JCMen_HK
dc.contributor.authorLau, CSen_HK
dc.contributor.authorIp, MSMen_HK
dc.date.accessioned2010-12-23T08:34:40Z-
dc.date.available2010-12-23T08:34:40Z-
dc.date.issued2010en_HK
dc.identifier.citationMedical Teacher, 2010, v. 32 n. 9, p. 760-765en_HK
dc.identifier.issn0142-159Xen_HK
dc.identifier.urihttp://hdl.handle.net/10722/129284-
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.en_HK
dc.languageengen_US
dc.publisherInforma Healthcare. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/0142159X.aspen_HK
dc.relation.ispartofMedical Teacheren_HK
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 learningen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0142-159X&volume=32&issue=9&spage=760&epage=765&date=2010&atitle=Advantages+of+Video+Trigger+in+Problem-based+Learning-
dc.identifier.emailChan, LK: lapki@hkucc.hku.hken_HK
dc.identifier.emailPatil, NG: ngpatil@hkucc.hku.hken_HK
dc.identifier.emailChen, JY: chenjy@hku.hken_HK
dc.identifier.emailLau, CS: cslau@hku.hken_HK
dc.identifier.emailIp, MSM: msmip@hku.hken_HK
dc.identifier.authorityChan, LK=rp00536en_HK
dc.identifier.authorityPatil, NG=rp00388en_HK
dc.identifier.authorityChen, JY=rp00526en_HK
dc.identifier.authorityLau, CS=rp01348en_HK
dc.identifier.authorityIp, MSM=rp00347en_HK
dc.description.naturepostprint-
dc.identifier.doi10.3109/01421591003686260en_HK
dc.identifier.pmid20795807-
dc.identifier.scopuseid_2-s2.0-77956070016en_HK
dc.identifier.hkuros176884en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-77956070016&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume32en_HK
dc.identifier.issue9en_HK
dc.identifier.spage760en_HK
dc.identifier.epage765en_HK
dc.identifier.isiWOS:000282894300014-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridChan, LK=7403540426en_HK
dc.identifier.scopusauthoridPatil, NG=7103152514en_HK
dc.identifier.scopusauthoridChen, JY=24376037700en_HK
dc.identifier.scopusauthoridLam, JCM=25923453500en_HK
dc.identifier.scopusauthoridLau, CS=14035682100en_HK
dc.identifier.scopusauthoridIp, MSM=7102423259en_HK
dc.identifier.citeulike11159248-

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