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Article: Visualization tool-supported problem-based learning in clinical diagnostic expertise development

TitleVisualization tool-supported problem-based learning in clinical diagnostic expertise development
图示PBL系统在临床诊断知识技能培训中的效果研究
Authors
KeywordsVisualization tool
Problem-based learning
Clinical diagnosis
Expertise development
Issue Date2014
Publisher中华医学会. The Journal's web site is located at http://med.wanfangdata.com.cn.eproxy2.lib.hku.hk/Periodical/yxjyts
Citation
Chinese Journal of Medical Education Research, 2014, v. 13 n. 2, p. 183-187 How to Cite?
中华医学教育探索杂志, 2014, v. 13 n. 2, p. 183-187 How to Cite?
AbstractObjective In problem-based learning, students are often found difficult to con- struct medical knowledge systematically and transfer knowledge to solve new problems. In face of this challenge, this study aims to investigate the effect of visualization tool-supported online problem-based learning on medical students' clinical diagnostic expertise development. Methods A controlled study was conducted and 52 medical students were randomly assigned into experimental group (using visual- ization tool-supported online PBL environment for learning) and control group (using online PBL envi- ronment for learning without visualization tool support). Participants were asked to complete the diag- nostic analysis of three kidney problems according to the requirements of the learning environments and to provide feedback of online learning experience afterwards. Paired-sample t test and one-way analysis of vonriance were used to analyze both group's case 1 and case 3 on line learing scores. Results The results revealed that the experimental group had significant improvement in online learning performance [case 1:(1.47 ± 0.54), case 3:(2.14 ±0.55), P=0.015], while the control group had no significant improvement [case 1:(1.57 ± 0.67), case 3:(1.66 ± 0.49), P=0.234]. Early performance of online learning and group factor had interative effects (F=7.266, P =0.013). Conclusions The findings suggest that visualization tool-supported online PBL environment can facilitate medical student clinical diagnostic expertise development effectively.
Persistent Identifierhttp://hdl.handle.net/10722/200988
ISSN

 

DC FieldValueLanguage
dc.contributor.authorLiu, Jen_US
dc.contributor.authorWu, Ben_US
dc.contributor.authorWang, Men_US
dc.contributor.authorJin, Wen_US
dc.contributor.authorWang, Cen_US
dc.date.accessioned2014-08-21T07:08:48Z-
dc.date.available2014-08-21T07:08:48Z-
dc.date.issued2014en_US
dc.identifier.citationChinese Journal of Medical Education Research, 2014, v. 13 n. 2, p. 183-187en_US
dc.identifier.citation中华医学教育探索杂志, 2014, v. 13 n. 2, p. 183-187en_US
dc.identifier.issn2095-1485en_US
dc.identifier.urihttp://hdl.handle.net/10722/200988-
dc.description.abstractObjective In problem-based learning, students are often found difficult to con- struct medical knowledge systematically and transfer knowledge to solve new problems. In face of this challenge, this study aims to investigate the effect of visualization tool-supported online problem-based learning on medical students' clinical diagnostic expertise development. Methods A controlled study was conducted and 52 medical students were randomly assigned into experimental group (using visual- ization tool-supported online PBL environment for learning) and control group (using online PBL envi- ronment for learning without visualization tool support). Participants were asked to complete the diag- nostic analysis of three kidney problems according to the requirements of the learning environments and to provide feedback of online learning experience afterwards. Paired-sample t test and one-way analysis of vonriance were used to analyze both group's case 1 and case 3 on line learing scores. Results The results revealed that the experimental group had significant improvement in online learning performance [case 1:(1.47 ± 0.54), case 3:(2.14 ±0.55), P=0.015], while the control group had no significant improvement [case 1:(1.57 ± 0.67), case 3:(1.66 ± 0.49), P=0.234]. Early performance of online learning and group factor had interative effects (F=7.266, P =0.013). Conclusions The findings suggest that visualization tool-supported online PBL environment can facilitate medical student clinical diagnostic expertise development effectively.en_US
dc.languagechien_US
dc.publisher中华医学会. The Journal's web site is located at http://med.wanfangdata.com.cn.eproxy2.lib.hku.hk/Periodical/yxjytsen_US
dc.relation.ispartofChinese Journal of Medical Education Researchen_US
dc.relation.ispartof中华医学教育探索杂志en_US
dc.subjectVisualization toolen_US
dc.subjectProblem-based learningen_US
dc.subjectClinical diagnosisen_US
dc.subjectExpertise developmenten_US
dc.titleVisualization tool-supported problem-based learning in clinical diagnostic expertise developmenten_US
dc.title图示PBL系统在临床诊断知识技能培训中的效果研究en_US
dc.typeArticleen_US
dc.identifier.emailWang, M: magwang@hku.hken_US
dc.identifier.authorityWang, M=rp00967en_US
dc.identifier.doi10.3760/cma.j.issn.2095-1485.2014.02.021en_US
dc.identifier.hkuros232405en_US
dc.identifier.volume13en_US
dc.identifier.issue2en_US
dc.identifier.spage183en_US
dc.identifier.epage187en_US
dc.publisher.placeChinaen_US

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