Using Online Digital Tools and Video to Support International Problem-Based Learning

Abstract

The goal of this study is to examine how to facilitate cross-cultural groups in problem-based learning (PBL) using online digital tools and videos. The PBL consisted of two video-based cases used to trigger student-learning issues about giving bad news to HIV-positive patients. Mixed groups of medical students from Canada and Hong Kong worked with facilitators from each country along with an expert facilitator. The study used AdobeConnect to support the international model through synchronous video interaction and shared applications. This study examines strategies and challenges in facilitating PBL across distance and cultures. Discourse was analyzed using both an inductive and deductive approach where the later used the Community of Inquiry coding scheme. The international context provides a way to facilitate multiple perspectives about how to communicate bad news to patients from different cultural backgrounds. In addition, we present the results of an exploratory analysis of pre and post tests using a standardized patient that demonstrate that the students' pattern of communication showed qualitative change. Several conjectures were developed for future research.

Learning global health: a pilot study of an online collaborative intercultural peer group activity involving medical students in Australia and Indonesia

“…The emergent themes suggest that students’ positive attitudes toward participating in the RIPPLE program stemmed in part from their motivations and expectations to enhance their own academic and personal growth, as well as to develop their intercultural awareness. Other studies [14, 15, 29] have similarly reported that undergraduate medical students welcome the opportunity to learn in intercultural environments especially when actively participating in authentic learning activities. The pre-RIPPLE survey response rate for the UNDANA students also seems to suggest that they were more motivated to volunteer to participate in RIPPLE than their UTAS counterparts.…”

Examining Science Learning and Attitude by At-Risk Students After They Used a Multimedia-Enriched Problem-Based Learning Environment

“…Literature on problem-based learning (PBL) has shown many benefits such as increasing content knowledge and critical thinking, communication, and collaboration skills (Lajoie et al, 2014;Sánchez & Olivares, 2011;Şendağ & Odabaşı, 2009). In most PBL studies conducted in the K-12 setting, the research participants often were gifted or regular (general) education students.…”

Co-regulation and knowledge construction in an online synchronous problem based learning setting

“…A PBL is described as an inquiry-based instructional method that facilitates students learning through collaboration and problem-solving (Barrows and Tamblyn 1986;Hmelo-Silver and Barrows 2008;Lajoie et al 2014). With the facilitators' guidance, students apply their prior knowledge, practice effective problem-solving and critically analyze the task (Hmelo-Silver 2004;Hmelo-Silver and Desimone 2013).…”

“…PBL supports collaborative knowledge construction and in the process learners develop skills of critical analysis, problem solving and content knowledge (Lajoie et al 2014;Hmelo-Silver 2004). Research has established that effective selfregulation leads to better learning (Azevedo 2009;Pintrich 2000;Saab, van Joolingen, and van Hout-Wolters 2012;Winne and Perry 2000;Zimmermann 2008).…”