Using Video and Virtual Patients in Problem-Based Learning: a Scoping Review
- PDF / 304,242 Bytes
- 7 Pages / 595.276 x 790.866 pts Page_size
- 82 Downloads / 182 Views
REVIEW
Using Video and Virtual Patients in Problem-Based Learning: a Scoping Review Nicholas Noverati 1
&
Gillian R. Naro 1 & Ryan J. Fischer 1 & Britta M. Thompson 2
Accepted: 5 October 2020 # International Association of Medical Science Educators 2020
Abstract Problem presentation in problem-based learning can include the use of videos and interactive virtual patients. This review scopes the literature for this variation and what benefits or pitfalls there may be to their use. Themes indicate that videos and virtual patients may better prepare students for future difficult clinical interactions, while also increasing authenticity and memorability of cases. Findings are more inconsistent in determining whether they lead to clear knowledge or critical thinking gains. Despite inconsistent data, in an age where the use of technology is inevitable, the findings of this scoping review can inform future practice and guide innovation. Keywords Problem-based learning . Videos . Virtual patients . Technology . Triggers
Introduction Problem-based learning (PBL), although now widely adopted at medical schools across the country and world, had its beginnings roughly 50 years ago [1]. Born out of the frustrations of a “boring” traditional lecture-based curriculum at McMaster University in Canada, PBL was a novel idea that encouraged students to engage in active learning [1]. Servant-Miklos, in her research of the historical beginnings of PBL, wrote that the principles laid out by its founder included small-group learning, a focus on patient-centered problems, limited lecture-based teachings, and overall flexibility in structure [1]. Barrows further defined PBL as having five major components that included learning that was (1) student-centered, (2) occurred in small student groups, (3) utilized teachers that were facilitators or guides, (4) used problems to provide focus and stimulus for learning and for the development of clinical problem-solving Electronic supplementary material The online version of this article (https://doi.org/10.1007/s40670-020-01108-7) contains supplementary material, which is available to authorized users. * Nicholas Noverati [email protected] 1
Pennsylvania State University College of Medicine, Hershey, PA, USA
2
Department of Medicine and Woodward Center for Excellence in Health Sciences Education, Hershey, PA, USA
skills, and (5) emphasized self-directed learning to gain new information [2]. The historical tenants of PBL encourage the question that guides this review: how has technology mediated the ways in which PBL is conducted? In more recent years, the use of technology in medical education has become essential given the need for distance learning (for instance, during stay-at-home directives), the increasing quality of online third party materials, and the amount of knowledge that has increased exponentially. Some computerbased interventions in medical school curricula have included the use of virtual small group sessions, online pre-recorded lectures and other materials, use of
Data Loading...
