The replacement of ‘paper’ cases by interactive online virtual patients in problem-based learning

Poulton, T P; Conradi, Emily; Kavia, Sheetal; Round, Jonathan; Hilton, Sean

doi:10.1080/01421590903141082

Cited by 72 publications

(82 citation statements)

References 10 publications

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“…This is because when using problem-based learning in virtual learning environments the discussion forums result in a linearity in learning which is unhelpful for team work. Using problem-based learning in SL student experience suggests both in this study and other related PREVIEW studies [3][4][5][6][7] , that students value in-world interactive collaboration.…”

Section: Discussionmentioning

confidence: 99%

“…Further related papers were published elsewhere. [3][4][5][6][7] It is argued here that the current lack of pedagogical underpinning has introduced a number of difficulties, little understanding about which kinds of pedagogies best work in virtual worlds and which do not and what the impact is of using these 3D spaces on student learning and student engagement. It is suggested here that these difficulties might be overcome by using approaches that readily combine pedagogy with technology, thereby shifting from the VLEs to IVWs.…”

Section: Introductionmentioning

confidence: 99%

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An evaluation of implementing problem-based learning scenarios in an immersive virtual world

et al. 2011

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Objectives: This paper will describe a project adopting a pedagogical approach that implemented and evaluated a problem-based learning project in an immersive virtual world. The project involved an iterative process of testing scenarios using student feedback to improve upon the scenarios. Methods: The study used illuminative evaluation which is argued to take account of wider contexts than more traditional evaluation and, is primarily concerned with description and interpretation rather than measurement and prediction. The evaluation encompassed formative elements to inform the project team and summative elements to establish the worth of what was achieved. Results:The findings in many ways were more positive than initially anticipated, but there were also a number of challenges. The themes that emerged for the data were technological challenges, pedagogical design, usability and avatar identity, collaboration and Interaction. Conclusions:Students appreciated the value of Second Life as a collaborative environment, but also viewed such practice-based simulations as valuable for individual work. An interesting consequence of the richness and authenticity of the Second Life scenarios is the large amount of detail provided, much more than is usual in paper-based face-to face problem-based learning sessions.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

An evaluation of implementing problem-based learning scenarios in an immersive virtual world

et al. 2011

Self Cite

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“…Second, students showed positive perceptions of the interactive multimedia format for case presentation. Although research indicates students prefer computer-simulated health care problems (Cunningham et al 2006) and that interactive multimedia cases enhance student engagement in learning (Kamin et al 2002;de Leng et al 2006;de Leng et al 2007;Poulton et al 2009;Chan et al 2010), most of these studies used a video format and there has been scant research on other formats. This study explores another design approach for case presentation that can be adapted from paper cases relatively easily and can be used in a variety of PBL settings.…”

Section: Discussionmentioning

confidence: 99%

“…e-PBL enhances flexibility for learning, which offers students opportunities to learn anytime and anywhere and provides them with more choices regarding what, when, and how they learn (Valaitis et al 2005;SavinBaden 2007). Additionally, the presentation of PBL cases using interactive multimedia can enhance the authenticity of the case, and engage the student more deeply in learning than when presented in a paper patient format (Kamin et al 2002;de Leng et al 2006;Bizzocchi & Schell 2009;Poulton et al 2009;Chan et al 2010). Furthermore, students can take advantage of easy access to learning resources in e-PBL (Hallinger 2005;Valaitis et al 2005;de Leng et al 2006).…”

Section: Introductionmentioning

confidence: 99%

Evaluation of an e-PBL model to promote individual reasoning

Kim

Kee²

2012

Medical Teacher

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Aim: Medical educators should promote the development of student clinical reasoning toward independence in clinical settings. The objective of this study was to evaluate an online problem-based learning (e-PBL) model designed to promote student individual reasoning in supplement to traditional PBL. Methods: Twelve e-PBL modules were added to the fully problem-based curriculum for Year 2 at Sungkyunkwan University School of Medicine (SKKUSOM). In this e-PBL, students worked on the problems individually in an online setting, followed by face-to-face discussions in a colloquium. The cases were presented using interactive multimedia to enhance the authenticity of the case and stimulate student interest in learning. A formative evaluation study was conducted to determine student satisfaction with e-PBL and its effectiveness as perceived by the students using both quantitative and qualitative methods. A cohort of Year 2 students at SKKUSOM (n ¼ 38) took part in this study. Results: Students perceived e-PBL significantly more positively after they had taken a module in terms of its ability to foster problem-solving skills and its ability to allow them to learn in ways suited to individual learning styles. Additionally, student survey and interview revealed that a vast majority of students were satisfied with the overall learning process in e-PBL and perceived it positively in fostering knowledge acquisition and clinical reasoning. Moreover, students found the cases realistic and engaging. Conclusions: The results show the potential of e-PBL to enhance traditional PBL by promoting the development of individual reasoning in a flexible online-learning environment and offering cases in an interactive multimedia format, which warrants further investigation into its impact on student learning outcomes.

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“…As creation tools and costs became easily accessible, VPs are finally replacing the "paper" cases in medical problem-based learning [10].…”

Section: Introductionmentioning

confidence: 99%

Virtual Patients in Clinician’s Education: Theory, Knowledge and Self-efficacy in Anxiety Diagnosis

2017

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Abstract-This paper aims to investigate the extent to which the use of a virtual patient (VP) improves the level of theoretical knowledge and confidence (self-efficacy) of psychology and medicine students to perform clinical diagnostics. We created two classes on an e-learning Moodle platform, presenting as a virtual patient the evaluation of the same panic disorder case. One class used a linear VP, the other, a branched VP (a decision-tree type). The sample consisted of 159 volunteer participants, a mix of psychology and medicine students, randomly assigned to one of three conditions: control, linear virtual patient (PVL) and branched virtual patient (PAD). Before and after the training with the virtual patient sequence, a questionnaire investigated the theoretical knowledge and the self-efficacy levels. For self-efficacy evaluation, we used the Session Management sub-scale of Counsellor Activity Self-Efficacy Scales, by Robert W. and Clara E. Hill.Both types of VPs are associated with a statistically significant increase of knowledge about panic disorder diagnostic criteria, reinforcing the fact that the virtual patient has an impact on the cognitive profile (declarative knowledge) and on self-efficacy (related to procedural knowledge). Still, the study does not prove that one of the two types of virtual patient have a significant better outcome.

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The replacement of ‘paper’ cases by interactive online virtual patients in problem-based learning

Cited by 72 publications

References 10 publications

An evaluation of implementing problem-based learning scenarios in an immersive virtual world

An evaluation of implementing problem-based learning scenarios in an immersive virtual world

Evaluation of an e-PBL model to promote individual reasoning

Virtual Patients in Clinician’s Education: Theory, Knowledge and Self-efficacy in Anxiety Diagnosis

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