Problem‐based learning in internal medicine: virtual patients or paper‐based problems?

Abstract

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.

Digital Problem-Based Learning in Health Professions: Systematic Review and Meta-Analysis by the Digital Health Education Collaboration

“…The fields of study varied across the included studies. The studies focused on pregnancy-associated urinary incontinence [39], biochemistry (acid-based physiology) [40], genetics [41], internal medicine [42], ophthalmology [21], dermatology [31], multidisciplinary [43], human physiology [22], and traumatic head injury [44].…”

“…In fully distance-based DPBL, digital technology enabled a range of learning activities such as acquisition, investigation, collaboration, discussion, and production. In three studies, digital technology allowed students to practice through the use of virtual reality and virtual patients [22,41,42].…”

“…The types of digital education modalities included offline learning (eg, CD-ROM) [31], online learning (eg, multimedia modules) [21,22,39,40,43,44], (immersive) virtual reality [41], and virtual patients [42] (Table 1). The control groups used traditional PBL such as text-based or paper-based PBL in six studies [22,39,40,42-44], traditional PBL or traditional learning in two studies [21,31], and solely traditional learning in one study [41]. The duration of the interventions ranged from 1 hour 33 minutes [41] to 7 weeks [31].…”

“…No studies reported cost-related outcomes or adverse/unintended effects of DPBL-based interventions. All studies measured outcomes immediately after the intervention, except Sobocan et al [42], who reported both immediate and long-term knowledge retention at the end of the academic year. The included studies mostly had an unclear risk of bias due to a lack of information on randomization, allocation concealment, and blinding of outcomes assessment (Figure 3).…”

Metodologías activas para la enseñanza de habilidades comunicativas en el grado de medicina

“…Entre otras técnicas el Aprendizaje Basado en Problemas (ABP) centra la participación del estudiante integrando la parte teórica con la práctica, despertando la curiosidad, creatividad y razonamiento crítico e involucrándole en la búsqueda de la información para su propio aprendizaje. Este método habitualmente en la enseñanza de grados sanitarios, especialmente para el aprendizaje de diversas especialidades de la medicina (Mistry et al, 2019;Lepiller et al, 2017;Sobocan et al, 2017;Bosch-Barrera et al, 2015;Heru 2011) El de Aprendizaje Basado en Casos es un método que favorece el aprendizaje por descubrimiento, favorece la realización de preguntas y la respuesta a las mismas para la deducción de las conclusiones, favorece la discusión y acerca el mundo académico al mundo profesional. Tanto en las personas que se están formando como en el desarrollo profesional este tipo de metodología mejora las competencias a través del razonamiento lógico, organización, búsqueda de información, análisis y evaluación de datos.…”