Perceptions of Video Scenarios to Learn Human Pathophysiology Among Undergraduate Science Students
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Perceptions of Video Scenarios to Learn Human Pathophysiology Among Undergraduate Science Students Hui Chen 1
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Tamara Power 2
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Carolyn Hayes 2
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Jorge Reyna 3
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David van Reyk 1
# Springer Nature B.V. 2020
Abstract Pathophysiology describes and explains the physiological dysfunctions that occur in human diseases. Pathophysiology is content heavy, often leading to medical/biomedical science students adopting a surface approach to learning. To encourage more engagement, we developed clinical simulation practical classes using manikin patients. Students considered these were more effective than paper-based case studies. However, they found the first encounter with the manikins daunting. In addition, they did not have a strong sense of responsibility towards the outcome of their treatment choices largely because they recognized this as a simulated experience. Video is a powerful teaching tool to demonstrate situations that are difficult to explain in words, to see theory applied to practice or create enthusiasm and confidence in the viewer regarding the use of new practices. In this study, we evaluated the effectiveness of exposure to a video scenario, in which a high-fidelity manikin was used as the ‘patient’, before the students’ own interactions with the manikin in later classes. Survey results suggested that the students felt more engaged with the case study. They felt the video helped them appreciate aspects of clinical communication and prepare for their time in the simulation laboratory interacting with the manikin. They saw the video as a useful addition to the written case study notes. Their criticisms were mainly around the production quality. This study supports the use of video scenarios as a valuable adjunct to the teaching of pathophysiology to medical/biomedical science students when using either paper- or simulation-based case studies. Keywords Blended learning . Case studies . Pathophysiology . Simulation . Video
Introduction The teaching of pathophysiology focuses on the changes in physiological processes that lead to the development and progression of diseases. Human pathophysiology, a core component in health professional programs, is also commonly taught in medical/biomedical science programs. When teaching pathophysiology, students can draw upon and apply newly acquired theoretical knowledge when presented with patient case studies and this is likely to support a deeper approach to learning (Baumberger-Henry 2005; Dijken et al. 2008). * Hui Chen [email protected] 1
School of Life Sciences, Faculty of Science, University of Technology Sydney, Sydney 2007, NSW, Australia
2
Faculty of Health, University of Technology Sydney, Sydney 2007, NSW, Australia
3
The Royal Australia and New Zealand College of Ophthalmologist, RANZCO, Sydney 2010, NSW, Australia
Ideally, such case studies are prepared in consultation with practising clinicians and clinical educators. Further to this, trainee health professionals can also see “pathophysiology in action” during clinical placements where th
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