Problem-based learning in internal medicine: virtual patients or paper-based problems?
Intern Med J
; 47(1): 99-103, 2017 Jan.
Article
em En
| MEDLINE
| ID: mdl-27800653
ABSTRACT
BACKGROUND:
Teaching using paper problem-based learning (p-PBL) sessions has left some students fatigued with the learning process. Therefore, attempts have been made to replace p-PBL with digitally enhanced, decision-making PBL in the form of virtual patients (VP). Student enthusiasm for substituting p-PBL with VP has not been quantitatively evaluated on the intended educational effects.AIM:
To determine the educational effects of substituting p-PBL sessions with VP on undergraduate medical students in their internal medicine course.METHODS:
We conducted a randomised controlled study on 34 third-year undergraduate medical students in the academic year 2015-2016. Student performance after an intervention substituting p-PBL sessions with VP was analysed. The educational outcomes were measured with knowledge exams and the Diagnostic Thinking Inventory.RESULTS:
There was no difference in exam performance between groups (P > 0.833) immediately after the intervention, or in long term. Nor was there a significant difference in improvement of diagnostic thinking between groups (P > 0.935 and P > 0.320).CONCLUSIONS:
Our study showed no significant improvement in diagnostic thinking abilities or knowledge exam results with the use of VP. Educators can add VP to sessions to motivate students, but a significant improvement to educational outcome should not be expected.Palavras-chave
Texto completo:
1
Base de dados:
MEDLINE
Assunto principal:
Pensamento
/
Aprendizagem Baseada em Problemas
/
Educação de Graduação em Medicina
/
Medicina Interna
/
Motivação
Tipo de estudo:
Clinical_trials
/
Observational_studies
/
Prognostic_studies
Limite:
Humans
País/Região como assunto:
Europa
Idioma:
En
Revista:
Intern Med J
Assunto da revista:
MEDICINA INTERNA
Ano de publicação:
2017
Tipo de documento:
Article