Video case programs for PBL: Integration of microbiology and medicine

Abstract

Background: The real advantage of problem-based learning (PBL) may not be its status as an alternative to traditional learning, but rather its usefulness as an integrative adjunct. Description: To meet the challenge of integrating PBL into traditional medical education, we have developed 6 videotaped case presentations. Each video utilizes problem-solving skills and demonstrates role playing within the context of a physician-patient relationship. Presuming a basic and clinical science foundation, these presentations are designed for small-group discussions. Each videotape comprises a history and physical, differential diagnoses, routine laboratory analyses, selection of diagnostic specimen(s), microbial tests and results, final diagnosis, and clinical highlights. Predetermined pauses allow for the student-directed, faculty-guided problem-solving approach to diagnosis. The videotape format provides opportunities for adapting to diverse physical settings and flexibility of incorporation into the curriculum. Evaluation: Student evaluations overwhelmingly affirm the positive peer interactions, the small-group learning experiences, and clinical relevance and realistic case portrayals. Conclusion: The sessions empowered the students to become active participants in their learning by applying previous knowledge toward a clinical approach to diagnosis.

How video cases should be used as authentic stimuli in problem-based medical education

“…What is pale skin, what is red skin? In a text you just read red skin, it is a given.Õ (3,2) ÔIn year 1 there was a video of a car accident and the emergency care in that situation. We watched it together and that led to a good discussion in the group.…”

“…The possibilities for increasing case authenticity in the pre‐clinical years are limited, because pedagogical, ethical and logistic restraints limit the use of real and simulated patients. This is where video cases are useful as a way of enhancing the authenticity of patient cases 2–4 …”

“…This is where video cases are useful as a way of enhancing the authenticity of patient cases. [2][3][4] In the medical education literature, several pedagogical advantages of the use of video cases over written texts have been described.…”

“…Given the increased possibilities and the dearth of studies about the effectiveness of video in medical education, 2,10 , 11,13 , 14 we decided to design a study to examine whether and how students use and learn from video cases. We conducted a focus‐group study to seek students' perceptions of the effects of video in tutorial groups in a PBL curriculum.…”

Wired for learning : how computers can support interaction in small group learning in higher education

“…The possibilities for increasing case authenticity in the pre-clinical years are limited, because pedagogical, ethical and logistic restraints limit the use of real and simulated patients. This is where video cases are useful as a way of enhancing the authenticity of patient cases (Bromke, Byers, & Ceglowski, 1997;Keppell, Kennedy, Elliott, & Harris, 2001;McMahon, Hafler, & Dluhy, 2003).…”