Using standardized patients versus video cases for representing clinical problems in problem-based learning.
- Author:
Bo Young YOON
1
;
Ikseon CHOI
;
Seokjin CHOI
;
Tae Hee KIM
;
Hyerin ROH
;
Byoung Doo RHEE
;
Jong Tae LEE
Author Information
- Publication Type:Original Article
- Keywords: Standardized patients; Problem-based learning; Problem representation; Video case
- MeSH: Cohort Studies; Curriculum; Humans; Learning; Methods; Motivation; Problem-Based Learning*; Thinking
- From:Korean Journal of Medical Education 2016;28(2):169-178
- CountryRepublic of Korea
- Language:English
- Abstract: PURPOSE: The quality of problem representation is critical for developing students' problem-solving abilities in problem-based learning (PBL). This study investigates preclinical students' experience with standardized patients (SPs) as a problem representation method compared to using video cases in PBL. METHODS: A cohort of 99 second-year preclinical students from Inje University College of Medicine (IUCM) responded to a Likert scale questionnaire on their learning experiences after they had experienced both video cases and SPs in PBL. The questionnaire consisted of 14 items with eight subcategories: problem identification, hypothesis generation, motivation, collaborative learning, reflective thinking, authenticity, patient-doctor communication, and attitude toward patients. RESULTS: The results reveal that using SPs led to the preclinical students having significantly positive experiences in boosting patient-doctor communication skills; the perceived authenticity of their clinical situations; development of proper attitudes toward patients; and motivation, reflective thinking, and collaborative learning when compared to using video cases. The SPs also provided more challenges than the video cases during problem identification and hypotheses generation. CONCLUSION: SPs are more effective than video cases in delivering higher levels of authenticity in clinical problems for PBL. The interaction with SPs engages preclinical students in deeper thinking and discussion; growth of communication skills; development of proper attitudes toward patients; and motivation. Considering the higher cost of SPs compared with video cases, SPs could be used most advantageously during the preclinical period in the IUCM curriculum.
