Cargando…
Problem-based learning using patient-simulated videos showing daily life for a comprehensive clinical approach
OBJECTIVES: We examined whether problem-based learning tutorials using patient-simulated videos showing daily life are more practical for clinical learning, compared with traditional paper-based problem-based learning, for the consideration rate of psychosocial issues and the recall rate for experie...
Autores principales: | , , , , , , , , , |
---|---|
Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
IJME
2017
|
Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5345754/ https://www.ncbi.nlm.nih.gov/pubmed/28245193 http://dx.doi.org/10.5116/ijme.589f.6ef0 |
_version_ | 1782513774023933952 |
---|---|
author | Ikegami, Akiko Ohira, Yoshiyuki Uehara, Takanori Noda, Kazutaka Suzuki, Shingo Shikino, Kiyoshi Kajiwara, Hideki Kondo, Takeshi Hirota, Yusuke Ikusaka, Masatomi |
author_facet | Ikegami, Akiko Ohira, Yoshiyuki Uehara, Takanori Noda, Kazutaka Suzuki, Shingo Shikino, Kiyoshi Kajiwara, Hideki Kondo, Takeshi Hirota, Yusuke Ikusaka, Masatomi |
author_sort | Ikegami, Akiko |
collection | PubMed |
description | OBJECTIVES: We examined whether problem-based learning tutorials using patient-simulated videos showing daily life are more practical for clinical learning, compared with traditional paper-based problem-based learning, for the consideration rate of psychosocial issues and the recall rate for experienced learning. METHODS: Twenty-two groups with 120 fifth-year students were each assigned paper-based problem-based learning and video-based problem-based learning using patient-simulated videos. We compared target achievement rates in questionnaires using the Wilcoxon signed-rank test and discussion contents diversity using the Mann-Whitney U test. A follow-up survey used a chi-square test to measure students’ recall of cases in three categories: video, paper, and non-experienced. RESULTS: Video-based problem-based learning displayed significantly higher achievement rates for imagining authentic patients (p=0.001), incorporating a comprehensive approach including psychosocial aspects (p<0.001), and satisfaction with sessions (p=0.001). No significant differences existed in the discussion contents diversity regarding the International Classification of Primary Care Second Edition codes and chapter types or in the rate of psychological codes. In a follow-up survey comparing video and paper groups to non-experienced groups, the rates were higher for video (χ(2)=24.319, p<0.001) and paper (χ(2)=11.134, p=0.001). Although the video rate tended to be higher than the paper rate, no significant difference was found between the two. CONCLUSIONS: Patient-simulated videos showing daily life facilitate imagining true patients and support a comprehensive approach that fosters better memory. The clinical patient-simulated video method is more practical and clinical problem-based tutorials can be implemented if we create patient-simulated videos for each symptom as teaching materials. |
format | Online Article Text |
id | pubmed-5345754 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2017 |
publisher | IJME |
record_format | MEDLINE/PubMed |
spelling | pubmed-53457542017-03-22 Problem-based learning using patient-simulated videos showing daily life for a comprehensive clinical approach Ikegami, Akiko Ohira, Yoshiyuki Uehara, Takanori Noda, Kazutaka Suzuki, Shingo Shikino, Kiyoshi Kajiwara, Hideki Kondo, Takeshi Hirota, Yusuke Ikusaka, Masatomi Int J Med Educ Original Research OBJECTIVES: We examined whether problem-based learning tutorials using patient-simulated videos showing daily life are more practical for clinical learning, compared with traditional paper-based problem-based learning, for the consideration rate of psychosocial issues and the recall rate for experienced learning. METHODS: Twenty-two groups with 120 fifth-year students were each assigned paper-based problem-based learning and video-based problem-based learning using patient-simulated videos. We compared target achievement rates in questionnaires using the Wilcoxon signed-rank test and discussion contents diversity using the Mann-Whitney U test. A follow-up survey used a chi-square test to measure students’ recall of cases in three categories: video, paper, and non-experienced. RESULTS: Video-based problem-based learning displayed significantly higher achievement rates for imagining authentic patients (p=0.001), incorporating a comprehensive approach including psychosocial aspects (p<0.001), and satisfaction with sessions (p=0.001). No significant differences existed in the discussion contents diversity regarding the International Classification of Primary Care Second Edition codes and chapter types or in the rate of psychological codes. In a follow-up survey comparing video and paper groups to non-experienced groups, the rates were higher for video (χ(2)=24.319, p<0.001) and paper (χ(2)=11.134, p=0.001). Although the video rate tended to be higher than the paper rate, no significant difference was found between the two. CONCLUSIONS: Patient-simulated videos showing daily life facilitate imagining true patients and support a comprehensive approach that fosters better memory. The clinical patient-simulated video method is more practical and clinical problem-based tutorials can be implemented if we create patient-simulated videos for each symptom as teaching materials. IJME 2017-02-27 /pmc/articles/PMC5345754/ /pubmed/28245193 http://dx.doi.org/10.5116/ijme.589f.6ef0 Text en Copyright: © 2017 Akiko Ikegami et al. http://creativecommons.org/licenses/by/3.0 This is an Open Access article distributed under the terms of the Creative Commons Attribution License which permits unrestricted use of work provided the original work is properly cited. http://creativecommons.org/licenses/by/3.0/ |
spellingShingle | Original Research Ikegami, Akiko Ohira, Yoshiyuki Uehara, Takanori Noda, Kazutaka Suzuki, Shingo Shikino, Kiyoshi Kajiwara, Hideki Kondo, Takeshi Hirota, Yusuke Ikusaka, Masatomi Problem-based learning using patient-simulated videos showing daily life for a comprehensive clinical approach |
title | Problem-based learning using patient-simulated videos showing daily life for
a comprehensive clinical approach |
title_full | Problem-based learning using patient-simulated videos showing daily life for
a comprehensive clinical approach |
title_fullStr | Problem-based learning using patient-simulated videos showing daily life for
a comprehensive clinical approach |
title_full_unstemmed | Problem-based learning using patient-simulated videos showing daily life for
a comprehensive clinical approach |
title_short | Problem-based learning using patient-simulated videos showing daily life for
a comprehensive clinical approach |
title_sort | problem-based learning using patient-simulated videos showing daily life for
a comprehensive clinical approach |
topic | Original Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5345754/ https://www.ncbi.nlm.nih.gov/pubmed/28245193 http://dx.doi.org/10.5116/ijme.589f.6ef0 |
work_keys_str_mv | AT ikegamiakiko problembasedlearningusingpatientsimulatedvideosshowingdailylifeforacomprehensiveclinicalapproach AT ohirayoshiyuki problembasedlearningusingpatientsimulatedvideosshowingdailylifeforacomprehensiveclinicalapproach AT ueharatakanori problembasedlearningusingpatientsimulatedvideosshowingdailylifeforacomprehensiveclinicalapproach AT nodakazutaka problembasedlearningusingpatientsimulatedvideosshowingdailylifeforacomprehensiveclinicalapproach AT suzukishingo problembasedlearningusingpatientsimulatedvideosshowingdailylifeforacomprehensiveclinicalapproach AT shikinokiyoshi problembasedlearningusingpatientsimulatedvideosshowingdailylifeforacomprehensiveclinicalapproach AT kajiwarahideki problembasedlearningusingpatientsimulatedvideosshowingdailylifeforacomprehensiveclinicalapproach AT kondotakeshi problembasedlearningusingpatientsimulatedvideosshowingdailylifeforacomprehensiveclinicalapproach AT hirotayusuke problembasedlearningusingpatientsimulatedvideosshowingdailylifeforacomprehensiveclinicalapproach AT ikusakamasatomi problembasedlearningusingpatientsimulatedvideosshowingdailylifeforacomprehensiveclinicalapproach |