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Video-based cases disrupt deep critical thinking in problem-based learning
Abstract
Video is a popular tool in problem-based learning (PBL), although its production requires resources and time. Few studies have examined the impact of the use of video in PBL upon cognitive processes and critical thinking. Those that have done focused on cases involving physical signs, where video has natural advantages.
This study aimed to investigate preferences for video- or text-based cases and the effects of each format upon medical students' deep thinking in PBL. Tutorials were based on material portraying interviews with patients with conditions that include psychosocial elements but no physical signs.
Four tutorial groups of students in a Year 2 endocrine and reproductive pathophysiology course participated in a crossover study using one video-based and one text-based case. Transcripts of tutorials were coded for depth of thinking by a blinded coder. A generalised estimating equation model was used to adjust for potential differences among groups, cases, and tutor participation. The distribution of cognitive activity within the crossover groups and the adjusted odds ratios (ORs) for deep versus superficial thinking were calculated. A prior cohort of 165 students and 18 tutors completed a survey of learning preferences.
Of 5224 student utterances, the majority referred to problem exploration (2622, 50%) and description (1479, 28%). Overall, the odds of deep thinking versus superficial thinking were significantly lower using video-based cases compared with text-based cases (2045 deep/2454 for video versus 1961 deep/2218 for text; OR 0.663, 95% confidence interval [CI] 0.582-0.754; p < 0.0001). This was also true for the problem exploration domain (1217 deep/1365 for video versus 1178 deep/1257 for text; OR 0.559, 95% CI 0.355-0.882; p = 0.0125). The majority of students (59%) and tutors (78%) indicated a preference for video-based cases over text-based cases.
Students and their tutors prefer video-based cases in PBL. However, compared with text-based material, the use of video-based material that refers to cases without dynamic physical signs is associated with a reduction in deep thinking.
... Study designs and participants Table 3 describes the characteristics of the included articles including study design, outcome measures used and reported effectiveness. Just under half of the articles were RCTs (8/20, 40%), one was a feasibility RCT (1/20, 5%) [29] and three were randomised crossover trials (3/20, 15%) [32][33][34]. A small proportion were non-randomised trials (3/20, 15%) [22,25,35] ...
... Seven domains of clinical reasoning were identi ed. Four domains re ected the underlying general cognitive processes required in clinical reasoning and these included: knowledge of the clinical problem derived from theory or experience (4/20, 20%); exibility in thinking about diagnoses [23,29]; problem-solving skills [37,38] and critical thinking [33,35] (2/20, 10% respectively). One domain re ected more case speci c clinical reasoning processes that were measured via data gathering skills, including the relevance of patient examinations (10/20, 50%). ...
... In six evaluations (6/20, 30%) student performance was assessed using text-based cases that the authors had developed, often followed by open or multiple choice questions regarding history taking, diagnosis and treatment [24,26,34,37,44,45], three used additional virtual patient cases (3/20, 15%) [25,29,46] and one used concept maps (1/20, 5%) to assess ve aspects of performance [38]. Two articles (2/20, 10%) assessed reasoning by assessing critical thinking and evidence of deep thinking in students' discussions about a patient case [33,35]. ...
Background
Use of virtual patient educational tools could fill the current gap in the teaching of clinical reasoning skills. However, there is a limited understanding of their effectiveness. The aim of this study was to synthesise the evidence to understand the effectiveness of virtual patient tools aimed at improving undergraduate medical students’ clinical reasoning skills.
Methods
We searched MEDLINE, EMBASE, CINAHL, ERIC, Scopus, Web of Science and PsycINFO from 1990 to October 2020, to identify all experimental articles testing the effectiveness of virtual patient educational tools on medical students’ clinical reasoning skills. Quality of the articles was assessed using an adapted form of the MERSQI and the Newcastle-Ottawa Scale. A narrative synthesis summarised intervention features, how virtual patient tools were evaluated and reported effectiveness.
Results
The search revealed 7,290 articles, with 20 articles meeting the inclusion criteria. Average study quality was moderate (M=7.1, SD=2.5), with around a third not reporting any measurement of validity or reliability for their clinical reasoning outcome measure (7/20, 35%). Eleven articles found a positive effect of virtual patient tools on reasoning (11/20, 55%). Seven (7/20, 35%) reported no significant effect or mixed effects and two found a significantly negative effect (2/20, 10%). Several domains of clinical reasoning were evaluated. Data gathering, ideas about diagnosis and patient management were more often found to improve after virtual patient use (27/46 analyses, 59%) than knowledge, flexibility in thinking, problem-solving, and critical thinking (4/10 analyses, 40%).
Conclusions
Using virtual patient tools could effectively complement current teaching especially if opportunities for face-to-face teaching or other methods are limited, as there was some evidence that virtual patient educational tools can improve undergraduate medical students’ clinical reasoning skills. Evaluations that measured more case specific clinical reasoning domains, such as data gathering, showed more consistent improvement than general measures like problem-solving. Case specific measures might be more sensitive to change given the context dependent nature of clinical reasoning. Consistent use of validated clinical reasoning measures is needed to enable a meta-analysis to estimate effectiveness.
... Previous studies have revealed that students tend to prefer video cases since they perceive video modality as authentic [16,17], interesting [18], motivating [19], and stimulating [20]. Video cases elicit students' attention and emotions [21], promote empathy [22], improve memory retention [17], increase understanding of the cases [18], and improve students' patient-centredness [23]. ...
... Video cases elicit students' attention and emotions [21], promote empathy [22], improve memory retention [17], increase understanding of the cases [18], and improve students' patient-centredness [23]. However, some studies have questioned whether video cases make it difficult to identify relevant information and also hamper information retention [24] and deep critical thinking [20]. Two-thirds of students preferred paper cases since video cases impeded their ability to critically review the presented information [24]. ...
... They lacked a comprehensive picture of the woman's labour process. These findings are supported by previous studies in which video cases disrupted learners' critical thinking [20]. Fragmented assessments may be caused by psychosocially biased information. ...
Background:
Clinical decision-making skills are essential for providing high-quality patient care. To enhance these skills, many institutions worldwide use case-based learning (CBL) as an educational strategy of pre-clinical training. However, to date, the influence of different learning modalities on students' clinical decision-making processes has not been fully explored. This study aims to explore the influence of video and paper case modalities on the clinical decision-making process of midwifery students during CBL.
Methods:
CBL involving a normal pregnant woman was provided for 45 midwifery students. They were divided into 12 groups; six groups received the video modality, and six groups received the paper modality. Group discussions were video-recorded, and focus groups were conducted after the CBL. Transcripts of the group discussions were analysed in terms of their interaction patterns, and focus groups were thematically analysed based on the three-stage model of clinical decision-making, which includes cue acquisition, interpretation, and evaluation/decision-making.
Results:
The students in the video groups paid more attention to psychosocial than biomedical aspects and discussed tailored care for the woman and her family members. They refrained from vaginal examinations and electric fetal heart monitoring. Conversely, the students in the paper groups paid more attention to biomedical than psychosocial aspects and discussed when to perform vaginal examinations and electric fetal heart monitoring.
Conclusion:
This study clarified that video and paper case modalities have different influences on learners' clinical decision-making processes. Video case learning encourages midwifery students to have a woman- and family-centred holistic perspective of labour and birth care, which leads to careful consideration of the psychosocial aspects. Paper case learning encourages midwifery students to have a healthcare provider-centred biomedical perspective of labour and childbirth care, which leads to thorough biomedical assessment.
... Another study with 256 students showed preference for video cases versus paper cases arguing that videos preserve the original language, avoid depersonalization of patients, and facilitate direct observation of clinical consultations [14]. Despite the reported preference for video-based case presentations in a study nested in a problem-based learning setting, the same study showed that the use of videos might be associated with a reduction of the depth of thinking by analyzing 5224 transcripted student utterances by a blinded coder [15]. Conversely, an analysis of student critical thinking skills following exposure to different case modalities suggested that video-based material was particularly effective in fostering these skills [16]. ...
... Several studies reported that students had a positive attitude toward videos for case presentations and that they preferred video-compared with text-based learning [14,15,23,24]. Thus, the current finding of a shift toward text-based items and the fact that almost 70% of enrolled students had to be allocated to the text-preference group is somewhat surprising. ...
... This might be the reason why some students appeared to prefer video-based case presentations at the beginning but switched to the text-based format in the course of the study. In addition, one recent study found that learner engagement was reduced in video-based training compared with other educational approaches [28], and video-based patient cases may even disrupt deep critical thinking [15]. Thus, the provision of more contextual information and a more realistic presence of virtual patients in the learning environment does not guarantee better learning outcomes. ...
Background:
Repeated formative assessments using key feature questions have been shown to enhance clinical reasoning. Key feature questions augmented by videos presenting clinical vignettes may be more effective than text-based questions, especially in a setting where medical students are free to choose the format they would like to work with. This study investigated learning outcomes related to clinical reasoning in students using video- or text-based key feature questions according to their individual preferences.
Objective:
The aim of this study was to test the hypothesis that repeated exposure to video-based key feature questions enhances clinical reasoning to a greater extent than repeated exposure to text-based key feature questions if students are allowed to choose between those different formats on their own.
Methods:
In this monocentric, prospective, nonrandomized trial, fourth-year medical students attended 12 computer-based case seminars during which they worked on case histories containing key feature questions. Cases were available in a text- and a video-based format. Students chose their preferred presentation format at the beginning of each case seminar. Student performance in key feature questions was assessed in formative entry, exit, and retention exams and was analyzed with regard to preceding exposure to video- or text-based case histories.
Results:
Of 102 eligible students, 75 provided written consent and complete data at all study exams (response rate=73.5%). A majority of students (n=52) predominantly chose the text-based format. Compared with these, students preferring the video-based format achieved a nonsignificantly higher score in the exit exam (mean 76.2% [SD 12.6] vs 70.0% [SD 19.0]; P=.15) and a significantly higher score in the retention exam (mean 75.3% [SD 16.6] vs 63.4% [SD 20.3]; P=.02). The effect was independent of the video- or text-based presentation format, which was set as default in the respective exams.
Conclusions:
Despite students' overall preference for text-based case histories, the learning outcome with regard to clinical reasoning was higher in students with higher exposure to video-based items. Time-on-task is one conceivable explanation for these effects as working with video-based items was more time-consuming. The baseline performance levels of students do not account for the results as the preceding summative exam results were comparable across the 2 groups. Given that a substantial number of students chose a presentation format that was less effective, students might need to be briefed about the beneficial effects of using video-based case histories to be able to make informed choices about their study methods.
... However, from the standpoint of learning outcomes, inconsistent findings have been reported regarding whether virtual or digital-based case-based learning is more effective than traditional learning methods LaRochelle et al., 2012). A previous study showed that digitally assisted case-based learning interrupted students' critical thinking and clinical reasoning (Basu Roy and McMahon, 2012). The learners focused on visual or auditory stimuli, and they used superficial thinking instead of deep thinking in the problem solving process. ...
... The learners focused on visual or auditory stimuli, and they used superficial thinking instead of deep thinking in the problem solving process. The digital-assisted learning contained a large amount of extraneous information, disrupting students' process of systemizing and integrating important information (Basu Roy and McMahon, 2012). Consequently, further studies are needed to examine the effects of virtual case-based learning as part of authentic learning. ...
Background
The increasing complexity of the clinical environment demands a higher level of clinical performance competency. New pedagogical authentic learning methods have been developed to meet this need by bridging the gap between knowledge and practice.
Objective
This systematic review aimed to examine authentic learning methods and their effects in healthcare education.
Design
Systematic review.
Data sources
Data were obtained from a literature search of Embase, PubMed, MEDLINE, CINAHL, PsycINFO, and Korean databases (e.g., KoreaMed) for studies published until May 2021. This review selected research papers documenting RCTs or quasi-experimental studies targeting undergraduate students training to become healthcare professionals.
Review methods.
This study was performed according to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guideline. The risk of bias assessment utilized the Joanna Briggs Institute (JBI) critical checklist.
Results
Of 20 selected studies, 12 studies were randomized controlled trials, while 8 had quasi-experimental designs with a control group. Simulation was identified as an effective educational method for authentic learning. Through authentic learning, undergraduate students cultivated their knowledge and learning motivation. However, divergent conclusions were shown for performance skills.
Conclusions
Authentic pedagogical methodologies effectively enhanced learners' competencies in the cognitive, psychomotor, and affective domains. Integrating technological applications, e.g., e-learning or web-based approaches, facilitated education across academic boundaries. Further studies on combining technology with authentic learning approaches should be conducted to construct realistic educational environments for learners.
Trial registration
CRD42021229350.
... Dance can be used in the treatment of depression and anxiety [68], [69]. When a person engaged in dance moves, the body and psychological endurance is affected to lessen the negative effects of their distress [70]. Video use can change and modify how an educator can teach and communicate with students. ...
... Video as a form of teaching is widely used not only in the Philippines but all over the world. Video is entertaining [69], video can be used as motivation, and a tool for new learning and teaching methods [70], [71]- [73]. Videos are useful and helpful in instruction [74]. ...
Filipino youths are the hope of Philippine society. However, cigarette smoking and binge drinking continually corrupt this aspiration. Mental health states interplay with the growing setback of substance consumption. The main objective of the study is to determine the efficacy of the multimodal intervention program among the participants in this study. Specifically, it answers the following objectives: i) Develop an intervention program to address the high anxiety, mild depression, and normal self-esteem of the participants and ii) Determine the significant difference between the control group and the experimental group in the pre-test and post-test intervention measures. A matched-group experimental design was carried out among the participants who were randomly assigned to the control group and the experimental group. There were forty participants who met the criteria set by the researchers. When the multimodal intervention program was tested using t-test to analyze the findings at .05 level, it yielded significant results. Based on the findings of the study, the developed multimodal intervention program appeared to be effective. A follow-up study may be conducted to further test the efficacy.
... Both video cases and paper cases have advantages and disadvantages for teaching in higher education. Regarding the advantages, the cases presented on video have been shown to be perceived by students as more interesting and stimulating [14,15]. Thus, students seem to pay more attention with this learning method [16], which helps them to better remember long-term content [17]. ...
... Regarding attention, the qualitative information corroborated the results of the IMMS, which indicated that the students who carried out the video case obtained higher scores in this motivational dimension. In this sense, the qualitative information revealed that the video case was more enjoyable and interesting, which is in line with results from similar studies [14,15]. This greater interest may be partially due, as one of the students commented, to the fact that aspects that do not appear in the reports can be observed in the video. ...
Case-based learning enables the application of theory to practice using real-life patient cases.The present study aims to compare the effect between video cases and paper cases on motivation for learning and knowledge acquisition to perform a clinical reasoning case exercise by occupational therapy students. A mixed-methods design was used with 120 students randomized into two groups.All students conducted a clinical reasoning case exercise on the same case, although in different presentation formats: paper case and video case. The quantitative measures of this study were the scores of motivation for learning from the Instructional Material Motivation Survey and the grades of a clinical reasoning case exercise. The qualitative part was based on the positive and negative aspects perceived by the participants. The results showed that the motivation for learning was significantlyhigher for the video case compared to the paper case, although there were no differences in the grades of the clinical reasoning case exercise between the two groups. The video cases were perceived as more relevant to professional practice and more informative in terms of non-verbal communication and context. In light of the results, teachers could use these two formats of presentation of cases with different objectives
... Some students like learning styles with audio, visual or audiovisual. Integrating videos in the stages of learning Problem Based Learning can be used as a source of information, presenting problems, solving problems and presenting the results of solving problems that arise in the learning process (Balslev et al., 2005 ;Kumar, 2010 ;Basu Roy & McMahon, 2012 ;Rasi & Poikela, 2016 ;Barth et al., 2019) Viral material that is understanding is more appropriate if using the Problem Based Learning learning model combined with video because the learning process exposes students to a real problem that spurs them to research, describe and seek solutions. Understanding material requires an interactive and active model so that students can understand the material being studied (Argaw et al., 2017). ...
Learning activities are strongly empowered by the use of appropriate teaching models and media. If learning activities are not well designed and correct, it will affect learning outcomes. motivation are indicators in improving the quality of education. The problem in virus material is the demand to understand concepts and imagine abstract things. Therefore, it is necessary to apply the video-assisted Problem Based Learning model to virus material. The purpose of this study is to determine the application of the video-assisted Problem Based Learning model to improve student learning outcomes, to determine differences in the application of the video-assisted Problem Based Learning model to student motivation and the relationship between learning outcomes and motivation as a result of applying the Problem Based Learning model at MAN 1 Aceh Besar and MAN 3 Aceh Besar. This research is Quantitative with a Quasi-Experimental approach with a nonrandomized control group design, pretest-posttest design only. The research sample is 121 students, the instruments used in this study are test instruments for learning outcomes and non-test instruments ARCS motivation questionnaire for motivation. The data on students' learning outcomes and motivation is analyzed by using the Independent t-test. The results shows that the value of motivation shows at the level of t (119) = 14.173, p<0.01) which means there is a difference in motivation between control and experimental classes, and there is a positive relationship between learning outcomes and motivation. The conclusion in this study is that the application of the video-assisted Problem Based Learning model has a significant effect on motivation of students in the control class and experimental class.
... Video-based case materials have been shown to be an engaging way of learning, although some studies have identified limitations, such as a reduction in deep thinking compared with written vignettes. 8,9 A more novel and less developed form of remote learning is the use of Extended Reality (XR). This is an umbrella term encompassing virtual reality (VR), augmented reality (AR) and mixed reality (MR). ...
Objective:
This study compared knowledge attainment and student enjoyment and engagement between clinical case vignette, patient-testimony videos and mixed reality (MR) teaching via the Microsoft HoloLens 2, all delivered remotely to third year medical students. The feasibility of conducting MR teaching on a large scale was also assessed.
Setting & participants:
Medical students in Year 3 at Imperial College London participated in three online teaching sessions, one in each format. All students were expected to attend these scheduled teaching sessions and to complete the formative assessment. Inclusion of their data used as part of the research trial was optional.
Primary and secondary outcome measures:
The primary outcome measure was performance on a formative assessment, which served to compare knowledge attainment between three forms of online learning. Moreover, we aimed to explore student engagement with each form of learning via a questionnaire, and also feasibility of applying MR as a teaching tool on a large scale. Comparisons between performances on the formative assessment between the three groups were investigated using a repeated measures two-way ANOVA. Engagement and enjoyment were also analysed in the same manner.
Results:
A total of 252 students participated in the study. Knowledge attainment of students using MR was comparable with the other two methods. Participants reported higher enjoyment and engagement (p<0.001) for the case vignette method, compared with MR and video-based teaching. There was no difference in enjoyment or engagement ratings between MR and the video-based methods.
Conclusion:
This study demonstrated that the implementation of MR is an effective, acceptable, and feasible way of teaching clinical medicine to undergraduate students on a large scale. However, case-based tutorials were found to be favoured most by students. Future work could further explore the best uses for MR teaching within the medical curriculum.
... Temuan ini memperlihatkan bahwa desain pesan konten pembelajaran memang mampu membuat mahasiswa lebih mudah mengingat kata kunci dan menyerap informasi terkait materi bahan ajar, namun tidak serta merta membuat mahasiswa mampu menganalisis. Temuan ini serupa dengan beberapa penelitian yang menyatakan bahwa mahasiswa lebih senang dan semangat dengan video pembelajaran (Bassett et al., 2020;Choe et al., 2019;Lackmann et al., 2021), namun video pembelajaran tidak selalu mendorong proses berpikir analitis (Basu Roy & McMahon, 2012). Penjelasan diatas memperlihatkan bahwa mengkomunikasikan instruksi belajar menjadi salah satu hal yang perlu diperhatikan untuk mendorong semangat belajar mahasiswa (Oh et al., 2019). ...
Covid-19 pandemic has changed the learning model in education to distance learning. The sudden change make students dissatisfy with the learning process thus declining the quality of learning. Research questions of this study are: (1) how to plan a distance learning that focus on building social presence? (2) how does message design of learning material contributes to social presence and student understanding?; and (3) how does the communication skills of the teacher contributes in building teaching presence? To answer these questions, this study used an action research design using class observation, in-depth interviews, and group interviews as data collection method. The action research design also acts to evaluate the research actions that have been given in the classroom. The findings of the study shows that the teaching presence in distance learning are determined from teachers’ communication skills which include: digital literacy, instructional roles or communicating messages in building classroom climate, as well as the ability to design message of learning material that can encourage the creation of social presence. This study also found that students’ understanding of the learning material also need to be encouraged by teachers’ ability in encouraging students to think analytically and critically.
... Et lorsqu'ultérieurement on a enrichi le dispositif avec des outils technologiques, les résultats sont loin d'avoir été univoquement positifs. Ainsi, on a pu montrer que le recours à des ressources audio-visuelles, plutôt qu'au seul format papier, pour présenter les problèmes au cours des tutoriaux d'APP était associé à une diminution significative de la pensée critique des étudiants, alors même que ces derniers mais aussi les tuteurs faisaient état de leur nette préférence pour la présentation la vidéo, et qu'ils estimaient subjectivement que cela contribuait à une meilleure utilisation du temps [13]. ...
... 13 According to another study shown that students and tutors prefer learning and teaching with video-based cases, and feel they represent a better use of time, the use of video-based cases is associated with a meaningful decrease in critical thinking during PBL tutorials compared with text-based cases. 14 Two-way communication in the learning process will run more optimally with the help of facilities delivery of messages or media, such as videos, symbols, images and so on. Appropriate media in learning can provide the same stimulus, compare experiences and generate the same perception. ...
... In the literature, quite a few publications have over time recommended using the learning-centred model in different areas of knowledge [16][17][18][19][20][21][22][23][24][25][26][27][28], while other studies have analysed its use in practice [29][30][31][32][33][34][35][36][37][38][39][40][41][42][43][44], with many focusing on physical education [5,[45][46][47][48][49][50][51][52][53][54][55][56][57]. These studies make it clear that a methodological redevelopment is underway that involves the use of new forms of organisation (modalities of organisation), teaching methodologies (methodological approaches), and assessment processes (assessment systems) [58][59][60][61]. ...
The teaching of physical education today still incorporates innovative methodologies in order to create quality physical education. This article sets out to describe which pedagogical model is used in the initial training of physical education teachers at the University of Granada, from the perspective of the students. The study adopted an exploratory, descriptive and comparative research design, applying a survey to a sample of 303 physical education students. The students perceive that their teachers make use of different organising modalities, methodological strategies and assessment systems that favour the use of active methodologies. The structural equations model for analysing predictive relations between the three methodological components (organising modalities, methodological approaches and evaluation systems) was fitted correctly, obtaining positive relations between the three components. The model also showed positive and negative influences in the opinion of the students in the planning of the teaching–learning methodologies and some of the methodological components. The results indicate that the perception and opinion of the physical education students take on a special role in the development of student-centred methodologies.
... The literature shows quite a few publications recommending the learning-centered model in various areas of knowledge (Tagg, 2003;Zabalza, 2006Zabalza, , 2011Menachery et al., 2008;Prieto and coord, 2008;McLean and Gibbs, 2010;Bista, 2011;Brackin, 2012;Mostrom and Blumberg, 2012;Campbell, 2012;Hunt and Chalmers, 2013;Nitza, 2013;Sue, 2014;Cebrián-de-la-Serna et al., 2015;Schweisfurth, 2015), as well as studies analyzing experiences implemented (Tien et al., 2002;Koles et al., 2005;Tessier, 2007;Armbruster et al., 2009;Salaburu et al., 2011;Roy and McMahon, 2012;Bruehl et al., 2014;Chen et al., 2015;Lucieer et al., 2016;Zamora-Polo and Sánchez-Martín, 2019). This body of research indicates that we are undergoing a methodological renewal that involves the use of new forms of organization (modes of organization), teaching methodologies (methodological focuses), and evaluative processes (evaluation systems) in accordance with new professional profiles and a new way of understanding learning that is crucial for the transition from a teaching-centered methodology to a one centered in learning that encourages active learning. ...
The goal of this study is both to determine the opinion that professors and students at the university have of active methodologies and to describe the perception and opinion of the modes of organization, methodological focuses, and evaluation systems that define the teaching-learning process. On surveying the professors and the students in their classes, we found significant differences in 32 of the 92 variables in common. The content of these results shows that professors and students are believe they are making progress toward a learning-centered model, that implementation of active methodologies implies new functions in their teaching practice.
... Video advances information and cognition content (Biard et al., 2018), activates learners' meta-cognition awareness (Altıok et al., 2019), increases cognitive knowledge (Cruse, 2006;Habes et al., 2020). Video is a tool for learning how to extract cognitive value (Shoufan, 2019), promotes critical thinking in problem-based learning (Roy & McMahon, 2012), triggers innovation and creativity in presenting information (Ramsay et al., 2012), transfers knowledge and constructs schema (Liao et al., 2019), adds content interactivity, engagement and knowledge development (Greenberg & Zanetis, 2012). ...
One of many development efforts is increasing today students development issues care and awareness. They are going to be the future nation developers and leaders. Thus, it is significant to promote understanding on various community development issues and stimulate their analytical thinking and problem solving. Video is one of many educational means to assist students’ learning process. It provides authentic materials and feeling experience of being there, instead of bringing the students to the real hazardous jungle. This study aims to analyze student-participants analysis on Dayak indigenous community issues and problem solving stimulation using a case study video. Qualitative research method is employed to achieve the research objectives. Thirty-five students are participating in the study. The studentparticipants written responses are analyzed by classifying them into emerging themes and categories, interpreting the underlying meaning and linking to the findings of existing projects, researches, and projects on development. The study reveals that the student-participants propose four main solutions. Those are environment and culture care, external development agents inclusion, capacity building and adaptive capacity development.
... Selain itu, dalam rangka menghadapi era abad-21 tentang peran teknologi dan informasi penggunaan multimedia dalam pembelajaran sangat diperlukan dalam mengembangkan keterampilan berpikir kritis. Penggunaan multimedia dalam pembelajaran seperti video real life atau multimedia berbasis kontekstual dapat mengkongkretkan permasalahan sehingga dapat meningkatkan keterampilan berpikir kritis (Basu, 2012;Putra dkk, 2015;Surachman dkk, 2015). ...
This study aims to analyze students' critical thinking skills in science education on the subject matter of classification of material and its changes. This study included quantitative descriptive research. The subjects of this study were the eighth-grade students of MTs Wahid Hasyim Warungasem, Batang with a total of 27 students. The technique of collecting data uses the questions of critical thinking skills which number ten questions. The results showed that critical thinking skills in the basic explanatory aspects were 31% (low category), building basic skills by 61% (medium category), concluded by 17% (very low category), making further explanations of 46% (medium category), and strategy and technique of 20% (very low). Thus, the average critical thinking ability of students as a whole is in the low category with an achievement percentage of 35.2%. Key Words: Analysis of Critical Thinking; Science Education; Material Classification
... On the other hand, it has been argued that video-based e-PBL sessions rich in sensory data may cause sensory saturation and cognitive overload (1,9). In addition, excessive use of videos and multimedia may overwhelm and interfere with the group discussion process in a PBL session (3,8). Musal et al. (17), who used e-PBL software, reported technical problems related to the infrastructure and a lesser depth of discussion. ...
Learning clinical skills in a large group of undergraduate medical students is challenging. Innovative technology-based modalities are being evaluated to complement limited hospital rotations. We determined the effectiveness of clinical skills-related audiovisual (AV) aids embedded in electronic-problem-based learning (PBL) sessions, in terms of students' feedback and formative Objective Structured Clinical Examinations (OSCE) grades. This mixed-method study was conducted during the Cardiovascular System module in year 3 of the Bachelor of Medicine, Bachelor of Surgery program. The AV aids, mainly consisting of abnormal chest auscultation sounds, were linked to the cases for the intervention group. The control group received only a description of clinical signs. Sessions were conducted using an intranet platform. At the end of the module, feedback was obtained from intervention group students and faculty using a self-administered questionnaire. The learning was compared between intervention and control groups through an OSCE. Finally, focus group interviews were conducted to explore factors underlying deviation from the expected results. Out of 110 intervention group students, 86 (78%) responded. The students appreciated the inclusion of AV aids, as suggested by a high average satisfaction score of 4.2 (SD 0.8). They agreed that, apart from being appropriate and relevant, the aids improved the learning environment and engagement in the process. The tutors also gave a similar feedback. However, no difference in the OSCE scores was found between control and intervention groups. The study indicates that inclusion of AV aids improved students' engagement and classroom environment in electronic-PBL sessions, but did not improve diagnostic abilities based on the learned clinical skills.
... Problem-based learning is also used in medical education to facilitate development of the cognitive processes necessary for clinical reasoning. In a crossover study conducted with 165 second year medical students and 18 tutors, Basu-Roy and McMahon (2012) sought to determine if case-based videos stimulated deep critical thinking. The authors found that while both students and tutors preferred this method, they also found that those students (as opposed to those who used the text-based version) engaged in less instances of deep critical thinking, with a shift to more superficial thinking, as measured by critical thinking ratios. ...
The purpose of this mixed method, descriptive case study was to determine whether the use of pre-recorded instructor-made videos (PRIMVs) in a kinesiology course, along with curricular design changes, facilitated increased conceptual and practical student learning. The study examined three student cohorts in one occupational therapy program. Two of the student cohorts had unrestricted access to the PRIMVs designed to support student learning of bone and muscle palpation and joint actions. Students from the two cohorts completed a survey about their experience of having access to the videos. Exam data from the student cohorts who had access to the videos was compared to exam data from an earlier cohort who had not been exposed to the videos. While no significant differences in the lab exam grades were noted, quantitative and qualitative data collected from the surveys revealed that students perceived that their overall course grade was higher and they were better prepared for clinical fieldwork as a result of having access to the videos. This study adds to the growing body of evidence that supports video technology as a supplemental learning tool in occupational therapy education.
... Mayoritas mahasiswa dan tutor juga lebih memilih skenario menggunakan video case dibandingkan metode konvensional menggunakan paper case. 15 Dengan adanya modul skenario video case dapat semakin memperkokoh prior knowledge yang telah dimiliki mahasiswa untuk semakin memperkuat pemahaman mahasiswa. 16 Hail yang didapatkan pada penelitian ini juga dapat menunjukkan bahwa penggunaan skenario yang sama dapat menimbulkan kejenuhan pada mahasiswa, sehingga mampu mengurangi ketercapaian tujuan belajar. ...
Abstrak Tujuan-Membandingkan rerata ketercapaian tujuan belajar dan nilai ujian tulis antar mahasiswa dengan skenario tutorial video case dan paper case dan menganalisis akseptabilitas mahasiswa terhadap penggunaan video case.
Desain/metode/pendekatan-Penelitian kuantitatif non-eksperimental dengan rancangan cross-sectional, dan melibatkan 137 mahasiswa pendidikan dokter FK UII angkatan 2012 dan 2011. Mahasiswa angkatan 2012 mendapatkan 3 skenario video case sedangkan angkatan 2011 menggunakan 3 skenario paper case. Kemudian dilihat rerata ketercapaian tujuan belajar, rerata nilai ujian tulis dan akseptabilitas skenario video case.
Hasil/Temuan-Persentase ketercapaian tujuan belajar angkatan 2012 pada ketiga skenario berturut turut adalah 100%; 100%; dan 100%, sedangkan pada angkatan 2011 adalah 89,9%; 88,8%; dan 58,5%. Ketercapaian tujuan belajar angkatan 2012 lebih tinggi dan berbeda signfikan dibandingkan dengan angkatan 2011. Persentase jawaban benar ujian akhir angkatan 2012 (71,7%) lebih tinggi dibandingkan angkatan 2011 (40,3%). Sebanyak 98,33% mahasiswa menilai video case bermanfaat, 95% meningkatkan pemahaman, 85% pelaksanaannya telah baik.
Kesimpulan-Pelaksanaan skenario tutorial dalam bentuk video case menunjukkan peningkatan ketercapaian tujuan belajar dan peningkatan nilai ujian akhir blok penyakit infeksi tropis. Kata kunci: video case, paper case, tujuan belajar, Problem based learning, penyakit, infeksi tropis. Abstract Purpose-To compare the mean of learning goals and exam grades among students as the result of video and paper case tutorial use and to analyze students' acceptability towards the use of video case Design/methodology/approach-Quantitative non-experimental research with cross-sectional design, and involving 137 medical education students of Faculty of Medicine UII from class 2012 and 2011. The 2012 Students got 3 video cases while the 2011 students used 3 paper cases. The mean learning objectives and scores and acceptability of video cases are analyzed. Findings-The achievement level of the 2012 students' learning objectives in the three consecutive scenarios is 100%, 100%, and 100%, while of the 2011 is 89.9%, 88.8%, and 58.5%. The achievement level of the 2012 class is significantly higher (71.7%) than the 2011 class (40.3%). In total, 98.33% of students rated the video case useful, 95% perceived that it can improve understanding, and 85% perceive the execution is good. Conclusions-Video case scenarios can increase the achievement of learning objectives and the final exam scores of block subject of tropical infectious diseases.
... For example, video-based cases have been reported to disrupt critical-thinking skills during problem-based learning. 7 Moreover, our study did not investigate whether video-formatted instructions affect the retention of subject material or the ability to perform the task at a future date. It is our opinion that having students perform the task proficiently, during initial simulation-based training, will promote skill set development before the attainment of undesirable habits that could compromise patient safety. ...
Video- versus handout-based instructions may influence student outcomes during simulation training and competency-based assessments. Forty-five third-year veterinary students voluntarily participated in a simulation module on canine endotracheal intubation. A prospective, randomized, double-blinded study investigated the impact of video (n = 23) versus handout (n = 22) instructions on student confidence, anxiety, and task performance. Students self-scored their confidence and anxiety before and after the simulation. During the simulation laboratory, three raters independently evaluated student performance using a 20-item formal assessment tool with a 5-point global rating scale. No significant differences (p > .05) were found in anxiety scores. The video group's confidence scores were significantly higher (p < .05) post-simulation than pre-simulation. Video-based instructions were associated with significantly higher (p < .05) total formal assessment scores compared with handout-based instructions. The video group had significantly higher scores than the handout group on 3 of the 20 individual skills (items) assessed: placement of tie to the adaptor-endotracheal tube complex (p < .05), using the anesthetic machine (p < .01), and pop-off valve management (p < .001). Inter-rater reliability as assessed by Cronbach's α (.92), and Kendall's W (.89) was excellent and almost perfect, respectively. A two-faceted crossed-design generalizability analysis yielded G coefficients for both the handout (Ep2 = .68) and the video (Ep2 = .72) groups. Video instructions may be associated with higher student confidence and performance scores than handout instructions during endotracheal intubation simulation training. Further research into skill retention and learning styles is warranted.
... Among other strategies, a possible solution in this respect may lie in the use of educational videos. Indeed, the use of videos in medical education has already been explored to some extent (Griffiths & Graham, 2009;Moura, Almeida, & Geerts, 2016;Roter et al., 2004;Roy & McMahon, 2012;Walthouwer, Oenema, Soetens, Lechner, & De Vries, 2013). Although the current evidence is not compelling, some research has already shown the greater impact and efficacy of videos over the textual format (Balslev, Grave, Muijtjens, & Scherpbier, 2005;Vandelanotte & Mummery, 2011;Walthouwer, Oenema, Lechner, & de Vries, 2015;Yadav et al., 2011). ...
In two experiments (N=160) we predicted and found that an optimized video science communication was more effective than either a press release science communication (Experiment 1) and a non‐optimized video science communication (Experiment 2) in promoting (a) a better comprehension of the communication, (b) a higher perceived pleasantness, and (c) a stronger manifest interest in learning more about its findings, as reflected in participants’ explicit requests to receive supplemental material on the communicated and analogous findings. The results were consistent across experiments. They were also not influenced by the content type of the communication. Implications for communication professionals and future research in the field of media, social influence, education, and applied social psychology are discussed.
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... Les études internationales sur la question sont des essais cliniques dans lesquels une partie de la population travaille à partir de vidéos et l'autre partie à partir de textes. [8][9][10][11] D'autres études étaient des enquêtes d'opinion 5, 12 traitant de l'utilisation de cas vidéo. La population de ces études est constituée d'étudiants en médecine en formation initiale de la 1 re à la 4 e année, sans distinction de critères d'âge, excepté pour une étude qui s'intéressait à des internes de pédiatrie. ...
... Paper based-cases provide a narrative of patient history and key findings; however, nonverbal and verbal cues that students may find important in developing an understanding of the concept at hand are not included. On the other hand, video-based cases that include scenarios with vibrant and sensory-rich data [11,12] may lead to sensory saturation, cognitive overload [11], and use of videos, multimedia, and computers may disrupt the PBL process [13,14]. There is also a risk of fatigue if a single educational innovation is used repeatedly. ...
Background
Problem-based learning (PBL) is one of the main pedagogical approaches utilized in the undergraduate medical education (UGME) program at a private medical college in Karachi, Pakistan. Video-enhanced cases and formative assessments were introduced at the end of PBL sessions to evaluate their effectiveness in enhancing student engagement.
Methods
A mixed methods study was conducted with Year 2 medical students (n=102; divided into 11 groups) and faculty (n=11) facilitating the PBL process. Of the 10 PBL cases, five were converted to video-enhanced cases and five were kept as paper-based, “traditional” cases. “Micro” videos were used to introduce clinical scenarios, augmented by a set of guided questions related to the scenario. In addition, a formative quiz was conducted to assess concepts at the end of video-enhanced PBL sessions. At the end of a module, students and facilitators completed an online survey regarding this modified learning experience, and this was followed by a focus group discussion with the PBL facilitators.
Results
More than two-thirds (71%) of the students and all facilitators preferred video-enhanced over paper-based cases. Seventy-nine percent of the students agreed that this method increased peer-peer and peer-facilitator engagement, while 66% (n=68) of the students and 81% (n=9) of the faculty agreed that the end of PBL formative assessment activity would support the "Universal Design for Learning" framework.
Conclusion
Video-enhanced PBL used during the introduction of the case and formative assessment activities at the end of the PBL sessions improved student engagement and contributed positively to the discussions and their understanding.
... Many factors influence the outcomes of PBL, including the quality of the scenario [11][12][13], the type of learning materials [14,15], the behaviors of the tutors or facilitators [16,17], and the participation of the group members [18,19]. In the point of fact, the most crucial factor of PBL is the internal motivation of the learner. ...
Background
Problem-based learning (PBL), a pedagogical approach, is widely accepted in medical education. Manipulated by many factors, the internal motivation of learner is the most crucial determinant that affects the nature of the outcome, in which the influences of critical thinking (CT) remained elusive.
Methods
One hundred two third-year undergraduate medical students at Peking University were involved in this study. A Chinese version of the Critical Thinking Disposition Inventory (CTDI-CV) was used to assess the CT disposition, and the performance scores of students in PBL tutorials were compiled. A parametric bivariate correlation analysis was performed between the students’ CT scores and their PBL average scores. The PBL scores were compared between the strong and weak CT disposition groups using independent t-test. The analysis of numerical data was conducted using SPSS 16.0.
Results
CT disposition of third-year undergraduate medical students at Peking University was at a positive level, with an average score of 297.72. The total CT scores had a positive correlation with the scores of the PBL performance and its five dimensions significantly. In the majority, students with Strong-CT disposition obtained higher scores in PBL tutorials compared with students with Weak-CT disposition. The performance of these two groups was significantly different in the Late-Half but not in the Early-Half PBL tutorials. Furthermore, a significant improvement was observed in the students with strong CT but not weak CT dispositions.
Conclusion
CT disposition positively correlates to a students’ PBL performance. Students with stronger CT dispositions perform better in the PBL process and obtain higher scores. Our work suggested that the open-mindedness of the CT disposition is the primary factor that determines the improvement of the preparation dimensions in the PBL process.
... If anything, the available evidence is apt to raise concerns regarding the validity of effectiveness claims. While video triggers are preferred by students in the context of problem-based learning [30,31], recent research suggests that video-based problem-based learning cases may disrupt deep critical thinking [32], and that increased authenticity of instructional formats does not necessarily improve clinical reasoning performance in learners [33]. Our current study lends support to the notion that, when used for key feature testing, videos can enhance short-term retention of knowledge relevant to clinical reasoning. ...
Background:
The Choosing Wisely campaign highlights the importance of clinical reasoning abilities for competent and reflective physicians. The principles of this campaign should be addressed in undergraduate medical education. Recent research suggests that answering questions on important steps in patient management promotes knowledge retention. It is less clear whether increasing the authenticity of educational material by the inclusion of videos further enhances learning outcome.
Methods:
In a prospective randomised controlled cross-over study, we assessed whether repeated video-based testing is more effective than repeated text-based testing in training students to choose appropriate diagnostic tests, arrive at correct diagnoses and identify advisable therapies. Following an entry exam, fourth-year undergraduate medical students attended 10 weekly computer-based seminars during which they studied patient case histories. Each case contained five key feature questions (items) on the diagnosis and treatment of the presented patient. Students were randomly allocated to read text cases (control condition) or watch videos (intervention), and assignment to either text or video was switched between groups every week. Using a within-subjects design, student performance on video-based and text-based items was assessed 13 weeks (exit exam) and 9 months (retention test) after the first day of term. The primary outcome was the within-subject difference in performance on video-based and text-based items in the exit exam.
Results:
Of 125 eligible students, 93 provided data for all three exams (response rate 74.4%). Percent scores were significantly higher for video-based than for text-based items in the exit exam (76.2 ± 19.4% vs. 72.4 ± 19.1%, p = 0.026) but not the retention test (69.2 ± 20.2% vs. 66.4 ± 20.3%, p = 0.108). An additional Bayesian analysis of this retention test suggested that video-based training is marginally more effective than text-based training in the long term (Bayes factor 2.36). Regardless of presentation format, student responses revealed a high prevalence of erroneous beliefs that, if applied to the clinical context, could place patients at risk.
Conclusion:
Repeated video-based key feature testing produces superior short-term learning outcome compared to text-based testing. Given the high prevalence of misconceptions, efforts to improve clinical reasoning training in medical education are warranted. The Choosing Wisely campaign lends itself to being part of this process.
... It seems that, in this time, the teaching project had matured; for example: 1) the logistical problems such as the arrangement of students, type of guided practices offered, etc., had been solved; 2) the competences sought in students were better defined; and 3) a clearly defined and objective template for evaluating student performance had been developed. Second, during the 2014 -15 academic year, the students were given access to short video tutorials that explained techniques relevant to their practical topics because it has been demonstrated that students and tutors prefer videobased cases rather than text-based cases in problem-based learning (3,10). Students could rapidly access these videos through the virtual learning space of the course, and students could watch the videos unlimited times to gain confidence before the actual guided practice. ...
Over recent decades, education has increasingly focused on studentcentered learning. Guided practices represent a new way of learning for undergraduate students of physiology, whereby the students turn into teacher-students and become more deeply involved in the subject by preparing and teaching a practical (laboratory) class to their peers. The goal was to assess the students' opinions about guided practices and how physiological parameters change during the activity. For this objective, two experiments were performed. First, a voluntary questionnaire on guided practices was completed by the students during 2 academic years. Students could also write a free text commentary. The positive answers obtained in the questionnaire and the free commentary responses point to the effectiveness of this methodology in students' minds. Negative aspects included the time spent preparing the activity, and the stress that students experienced in the teaching role. Second, information about how the teacher-students felt before teaching the practical class was self-reported, and physiological parameters related to stress (heart rate, pulse rate, blood pressure, arterial oxygen saturation, respiratory rate, and electrocardiogram recorded to evaluate R-R interval and heart rate variability) were measured immediately before and while the practical class was taught. This evaluation reported an increase in stress during the execution of the practice. In conclusion, despite a new and stressful situation, guided practices are of interest for the students as a learning tool and for the acquisition of skills that may be of use in their later professional lives.
... 5 ▸ Align learning environment with intended learning outcomes: A recent study sug- gested that video clips demonstrating movements that are not essential for diagnosis may actu- ally be detrimental to learning. 17 This probably attests to an increased and unnecessary cognitive load on the learner. 18 Therefore clinical photos are likely to be superior to video if movements are not an essential part of the clinical picture. ...
Damian Roland and colleagues
explain how to make patient video clips for clinical education
... En el ámbito de las Ciencias de la Salud también hay iniciativas de este tipo que han utilizado diversos métodos, como el aprendizaje basado en problemas (Lucieer et al., 2016), el trabajo en equipo (Koles, Nelson, Stolfi, Parmelee y DeStephen, 2005) y el estudio de caso (Roy y McMahon, 2012) o el portafolio (García-Carpintero, 2017). ...
p>En este trabajo se pretendía analizar los efectos del uso de métodos centrados en el aprendizaje sobre diversas capacidades/habilidades del estudiante y sobre su percepción del entorno de aprendizaje diseñado por el profesor. La muestra estuvo constituida por 231 estudiantes de tercer curso del Grado en Fisioterapia de la Universidad de Valencia, integrantes de tres grupos de clase que cursaban la asignatura de Fisioterapia Cardiocirculatoria. Para verificar el objetivo y las hipótesis propuestas se utilizó un diseño cuasiexperimental de cohortes con grupo de control no equivalente, con postest en el grupo de control y con pretest y postest en el grupo experimental, haciendo uso del cuestionario SEQ; además los alumnos valoraron los métodos utilizados por sus profesores con un cuestionario cuantitativo elaborado por el equipo investigador. El profesorado que impartía la docencia en el grupo experimental utilizó una metodología innovadora/centrada en el aprendizaje. Se encontraron mejoras significativas en las habilidades de los alumnos y en su valoración de la destreza del profesor para articular un buen entorno de aprendizaje, tanto entre el pretest y el postest del grupo experimental como entre el postest del grupo de control y el del grupo experimental. Además los alumnos valoraron positivamente los métodos utilizados por sus profesores. Se confirmó el efecto positivo de los métodos centrados en el aprendizaje en relación con los objetivos propuestos, dadas las mejoras antes señaladas. El trabajo es relevante por los resultados positivos debidos de una integración de métodos más completa que en otros estudios analizados.</p
... There is some controversy in the literature about the effect on the cognitive processes and critical thinking of the use of screencast in problem solving [8], [9]. Pedagogical design is very important to produce effective screencast and some guidelines have been published [10]. ...
... 17,18 Conversely, a randomized controlled study identified a reduction in deep thinking if key movements were not included. 25 Obviously, movements may be aberrant and central for the diagnosis in many ways; they may be exaggerated, abnormal or diminished. Epileptic seizures, movement disorders or neuromuscular diseases are excellent examples. ...
Background:
Teaching and learning with patient video cases may add authenticity, enhance diagnostic accuracy and improve chances of early diagnosis. The aim of this study is firstly to identify selection criteria for key Patient video cases (PVCs), secondly to identify trends in relevance of PVCs for learner levels and thirdly, to rank PVCs for learner levels.
Methods:
Based on a literature review, we identified criteria for key PVCs for use in paediatric neurology. We then performed a multi-round Delphi analysis to obtain agreement between 28 expert clinician teachers concerning key PVCs for four learner levels.
Results:
We identified two major criteria: key PVCs should demonstrate key movements, and these movements should be subtle and/or difficult to note. The expert clinician teachers subsequently assessed a list of 14 topics for key PVCs. We found a clear, increasing trend in relevance scores, from medical students to young residents to experienced residents and specialists. For medical students and residents, epileptic spasms, Down syndrome, developmental delay, cerebral palsy and absence epilepsy were highly ranked. For specialists, conditions like chorea, focal seizures or eye movement disorders topped the ranking list, although ranking was less clear for this group of advanced learners.
Discussion and conclusion:
Key PVCs should demonstrate movements that are difficult to note for learners. Ranked lists of key PVCs for teaching and learning at different learner levels are now available and may help institutions build validated local libraries of PVCs.
COVID-19 misinformation got a lot of engagement on social media, which has been a big threat to public health and international relations. Therefore, this study designed an accuracy nudge intervention to induce people to discern misinformation and adopted exogenous cues to reinforce their discernment ability. The two interventions were expected to reduce people’s engagement in COVID-19 misinformation. To test the hypothesis, 80 younger adults and 80 older adults completed this experiment. As expected, the accuracy nudge motivated people to judge misinformation to a large extent. Most of the participants (91.3%) voluntarily used the accuracy nudge, which also decreased the sharing of misinformation by 62.7%. While the intervention combining the accuracy nudge and exogenous cues did not work better than any single intervention in reducing misinformation engagement. Besides, older adults tend to like or share articles that just rely on their glance at headlines, which may account for their vulnerability to misinformation.
Past research has debated whether learning outcomes are dependent on the format of instruction and its design. More specifically, most have compared video-based learning with the traditional lecture environment. Although both possess advantages and disadvantages, certain factors can influence whether the instruction is effective or not. Cognitive load theory posits that three types of load (extraneous, intrinsic, and germane) can affect learning through the design of instructional materials. If not properly designed, instruction can hinder performance. Moreover, the usability of such materials can influence cognitive load and students’ perception of the instruction. The present study examined if video-based and instructor-led online training showed differences in performance outcomes on website accessibility evaluation tasks. In addition, participants’ ratings of usability, enjoyability, perceived usefulness, and intention to use were subjectively measured and compared. Participants completed a training session online by watching a set of videos or a live instruction and were asked to complete quizzes and an accessibility evaluation task on a website for four checkpoints. Results showed that participants performed significantly better on easy tasks than on more difficult ones; however, the type of instruction did not appear to impact learning outcomes. Instead, both video and lecture-based training were equally effective in teaching participants how to conduct evaluations, especially when the material is considered to be easy. We concluded that instructional design alone might not be enough to aid students in learning more difficult subjects. Instructors must consider other potential factors that may influence how well a student understands the material in an online learning environment. Limitations and future directions are discussed.KeywordsInstructional videosCognitive loadTrainingOnline learning
In diesem Beitrag werden Erfahrungen mit rein schriftlicher Onlinelehre während der Pandemie-Jahre 2021–2022 geschildert. Es wird gezeigt, dass die Prüfungsleistungen in dieser Zeit gegenüber jenen in den Vorjahren (in denen klassische Präsenzlehre angeboten wurde) sich nicht nur nicht verschlechterten, sondern signifikant verbesserten. Es wird argumentiert, dass zumindest eine der Ursachen dafür darin besteht, dass die Aufnahme von Lerninhalten durch aktives Lesen gegenüber dem passiven Zuhören die Lerntiefe wesentlich verbessert. Dies gilt jedenfalls für Lehrinhalte, die traditionellerweise in Vorlesungen vermittelt werden, und unter der Voraussetzung, dass die Materialien in Form und Inhalt an die Erfordernisse des Selbststudiums angepasst sind. Überdies müssen die Studierenden auch bei dieser Form der Onlinelehre im Lernprozess unterstützt werden, etwa in Form von Übungsfragen und -aufgaben (mit Feedback von der Dozentin) und mit niederschwelligen Angeboten für Fragen und Diskussion.
This chapter considers social constructivism as an educational theory for the development of multimedia content to assist primary-care providers, particularly those in HIV clinics and other clinicians, and support staff involved in the care of patients with substance use disorders in better understanding the intake processes at the Methadone clinics. Main aspects of social constructivism with its focus on the collaborative and generative learning and the importance of a cultural and social context are elaborated within the framework of the multimedia design. A series of four videos were developed that feature interviews with patients who describe their experience on Methadone. In addition, medical providers and medical staff describe the intake procedures for Methadone. Also discussed is the instructional design process and the Bergman and Moore instructional design model that informed the design.
This chapter contends that increasing technological innovation has disrupted and continues to disrupt the labor markets making some jobs obsolete and workers redundant. The key to success in the twenty-first century and future labor markets is to combine hard and soft skills into a comprehensive package tailored to specific needs including the ability to think clearly about complex problems, apply creative and innovation solutions to solve problems, and apply new knowledge and skills in new settings. This chapter will provide a discussion of some of the reasons underlying the demand for higher workforce skills and a descriptive overview of curricula and pedagogy that promote students' acquisition and application of critical thinking skills as well as other skills considered essential for 21st century workforce.
Problem presentation in problem-based learning can include the use of videos and interactive virtual patients. This review scopes the literature for this variation and what benefits or pitfalls there may be to their use. Themes indicate that videos and virtual patients may better prepare students for future difficult clinical interactions, while also increasing authenticity and memorability of cases. Findings are more inconsistent in determining whether they lead to clear knowledge or critical thinking gains. Despite inconsistent data, in an age where the use of technology is inevitable, the findings of this scoping review can inform future practice and guide innovation.
Der Einsatz digitaler Lernformate im Blended Learning bietet demnach Chancen in mindestens zwei Bereichen. Zum einen können digitale Lernformate direkt die Lernprozesse von Studierenden günstig beeinflussen, ihre Leistungen verbessern und zudem positive Effekte auf vielen weiteren Ebenen wie der Motivation oder des Selbstkonzeptes bewirken. Zum anderen generieren digitale Lernformate eine Fülle von Daten in vielfältiger Gestalt. Studierende erzeugen bei der Arbeit mit digitalen Werkzeugen Nutzungsdaten, wie Verweildauern und Aktivitätsprofile, sie produzieren Leistungsdaten aus digitalen Aufgaben, sie hinterlassen Textbeiträge in Foren und Chats. All diese Daten können genutzt werden, um mit Methoden von Learning Analytics (LA) und Educational Data Mining (EDM) zu analysieren, Schlüsse und Vorhersagen über studentisches Lernverhalten zu ziehen und die Lernangebote entsprechend zu optimieren.
Lernvideos zählen zu den wichtigsten digitalen Medien in der Hochschullehre. Kein anderes multimediales Format ist so unkompliziert herzustellen und zu publizieren wie das Lernvideo. Überdies ist keines so gut wissenschaftlich untersucht. Dieses Kapitel nimmt zunächst eine Begriffsbestimmung der verschiedenen Videoformate für die Lehre vor, beginnend bei der Vorlesungsaufzeichnung bis zum 360° Virtual Reality Video. Anschließend wird der typische Produktionsprozess eines Lernvideos beschrieben, Herausforderungen identifiziert und Lösungen benannt. Nach der Vorstellung verschiedener Einsatzmöglichkeiten in Präsenzveranstaltungen, Blended Learning Szenarien und kollaborativen Lernformaten wird ein ausführlicher Blick auf die vielfältige und nicht immer ganz widerspruchsfreie Wirkungsforschung zum Einsatz von Videos in der Hochschullehre geworfen.
El presente artículo aborda una variante metodológica para favorecer el proceso enseñanza aprendizaje del estudiante de la cultura física y el deporte en el Centro Universitario Municipal de Banes (Cuba), en la asignatura Ejercicio Físico y Rehabilitación. El diseño metodológico se fundamenta en la creación de estrategias didácticas y creativas que vinculen teoría y práctica currícular en condiciones de semipresencialidad. Los resultados evidencian que la variante metodológica integrada al ciclo didáctico implica la concepción y ejecución de ejercicios terapéuticos que contribuyen a mejorar la salud y la calidad de vida de los pacientes, específicamente a través de una propuesta de fisioterapia al espolón calcáneo. Se valida el carácter práctico de la propuesta centrada en actividades de investigación y desarrollo. Entre las principales conclusiones destaca la pertinencia y adecuación de la propuesta para el trabajo en los colectivos metodológicos que fundamentan acciones orientadas a fortalecer el proceso formativo.
This study investigates the effects of Problem Based Learning (PBL) assisted with Augmented Reality (AR) on learning achievement and attitude towards physics subjects as a part of science education. The sample of the study included 91 seventh graders from a province in the north of Turkey. A quasi-experimental design with two experimental groups and a control group was utilized. Based upon marker-based AR technologies, FenAR software was developed to support with PBL activities in the classroom. The experimental results indicated that integrating AR into PBL activities both increased students' learning achievement and promoted their positive attitudes towards physics subjects. This technology contributed to students' long-term retention of the concepts in the field of physics. In semi-structured interviews, the students emphasized that AR applications were more useful, realistic, and interesting for their learning; helped them to understand and analyse the problem scenarios. Apart from educational advantages, AR applications may lead to physical disorders among some of the students. It has been suggested that AR technology can be a potential and effective tool for activating students' positive emotions in PBL process. Moreover, implications on use of AR for physics education and recommendations for further studies are also discussed in the study.
Objective
To systematically review current literature to determine whether active learning is more successful than passive learning at producing cognitive skills in health care professions students.
Data Sources
An electronic search was conducted in 4 databases: EBSCO-CINAHL, EBSCO-Sport Discus, Educational Resources Information Center, and PubMed. Search terms included: millennial AND health education, active learning AND knowledge retention, flipped classroom AND learning outcomes, problem based learning AND learning outcomes, problem based learning AND student confidence, active learning AND critical thinking, higher order thinking AND active learning.
Study Selection
We included studies if they were published in English between 2007 and 2017 and evaluated outcomes of an active learning intervention. Studies of nonhealth care disciplines, practicing health care practitioners, or studies that did not address the primary research questions were excluded.
Data Extraction
Study design, health care discipline, intervention used, assessment measures, outcome(s) measures, main results, and conclusions were extracted from each article, as appropriate.
Data Synthesis
Articles were categorized based on capacity to answer 1 or both of the research questions. Conclusions were summarized according to the learning technique used and its effectiveness in regard to studied learning outcome. Out of 85 studies on lower-order cognition, 61 (72%) indicated active learning techniques were effective at achieving improved recall, understanding, and/or application of course material. Of 69 studies on higher-order cognition, 58 (84%) supported active learning over passive instruction for improving students' confidence in or performance of analytical, evaluative, and creative skills.
Conclusions
Active learning produces gains to both lower- and higher-order cognition at levels equal to, and more often, greater than the use of passive learning methods. Despite this evidence, we believe more high-quality, well-designed prospective studies using validated assessment measures are needed to endorse the value of these methods in producing cognitive skills.
A educação tem se apropriado de filmes e vídeos segundo concepções nem sempre problematizadas dessas mídias, que por usa vez guiam os modos como elas serão utilizadas em sala de aula. Considerando o recente crescimento do número de estudos sobre vídeos e filmes na área de Educação Médica nos últimos anos, torna-se relevante caracterizar essa produção e identificar que concepções norteiam essas apropriações. Diante disso, apresentamos uma revisão de literatura dos últimos dez anos de produções em periódicos, que revelou a carência de pressupostos embasados em resultados de pesquisa, uma vez que tanto os estudos teóricos quanto os empíricos conferem aos audiovisuais potenciais e vantagens que necessitam ser mais bem estudados.
Video utilization can be a powerful tool for teachers to stimulate students' interest and support flexible and adaptive learning. Successful video-based learning implementation cannot be assured without careful consideration regarding desired quality, learning outcomes and video development methods. The investigation and sharing of experiences considering video development is indispensable and will contribute to spreading a culture of easily made, peer-reviewed videos, which will enhance teaching and learning. For CDIO-based courses, it is required that the video development methods are agile and cost-effective in production as to support continuous update of videos relevant for the course and other course activities. In this paper, we identify and describe video development methods from different CDIO-based project courses. The methods are classified based on the content type, the production style, the required resources and the video characteristics. All presented video development methods follow our general framework of video development process which has been previously published and consists of four interwoven steps-topic selection, learning objectives mapping, content generation and video recording. Based on semi-structured interviews with the course teachers, we present their experiences with those different development methods to create content specific videos pertaining to various Conceive-Design-Implement-Operate topics. As outcome, we suggest our preferable video development method depending on video content category. We conclude that the choice of video development method must consider the audience's characteristics and needs while video content should be aligned with the course content, other learning activities and the literature. The video development methods suggested and described in this paper will assist educators to choose an appropriate video development method for their own courses and maximize the videos' contribution to student learning.
As tecnologias educacionais digitais colaboram com a simulação de situações práticas no ensino de Enfermagem, como estratégia que procura garantir a segurança do paciente possibilitando a antecipação da realização destes procedimentos em laboratório de ensino ou como fonte de consulta em casos de dúvidas. Este relato tem como objetivo descrever as características e a metodologia de desenvolvimento do material digital, no formato de vídeo, intitulado punção venosa periférica com cateter. A produção do mesmo contou com uma equipe multiprofissional. As etapas observadas na produção do material digital foram definição dos objetivos instrucionais e o público alvo; a determinação do formato, do orçamento e do cronograma; a seleção do conteúdo; o desenvolvimento das estratégias para avaliar o vídeo e a sua efetividade educacional; o desenvolvimento do roteiro ou storyboard; o desenvolvimento do protótipo e a avaliação do produto e do processo. A produção de vídeos educacionais constitui-se em importante material digital de apoio á aprendizagem e a possibilidade de integrar uma equipe de especialistas na sua elaboração qualifica o processo.
Critical thinking is the ability to raise discriminating questions in an attempt to search for better ideas, a deeper understanding and better solutions relating to a given issue. This systematic review provides a summary of efforts that have been made to enhance and assess critical thinking in medical education. Nine databases [Ovid MEDLINE(R), AMED, Academic Search Premier, ERIC, CINAHL, Web of Science, JSTOR, SCOPUS and PsycINFO] were searched to identify journal articles published from the start of each database to October 2012. A total of 41 articles published from 1981 to 2012 were categorised into two main themes: (i) evaluation of current education on critical thinking and (ii) development of new strategies about critical thinking. Under each theme, the teaching strategies, assessment tools, uses of multimedia and stakeholders were analysed. While a majority of studies developed teaching strategies and multimedia tools, a further examination of their quality and variety could yield some insights. The articles on assessment placed a greater focus on learning outcomes than on learning processes. It is expected that more research will be conducted on teacher development and students' voices.
The chapter begins with a brief summary and extension of our earlier list of 5 questionable multimedia principles (Clark & Feldon, 2005). We then add 5 more principles that have gained traction in recent years. The goal of the chapter is to provide evidence-based explanations of why each of the 10 principles is problematic and to suggest alternative generalizations that are more firmly based on evidence. The updated questionable beliefs include the expectations that multimedia instruction: (1) yields more learning than live instruction or older media; (2) is more motivating than other instructional media; (3) provides animated pedagogical agents that aid learning; (4) accommodates different learning styles and so maximizes learning for more students; and (5) facilitates student-managed constructivist and discovery approaches that are beneficial to learning. The more recent additions and the focus of this discussion are expectations that multimedia instruction benefits learning by providing: (6) autonomy and control over the sequencing of instruction; (7) higher-order thinking skills; (8) incidental learning of enriching information; (9) interactivity; and (10) an authentic learning environment and activities.
While critical thinking has been intimately associated with adult education, there is not always a consensus as to its meaning and how to develop it in adult learners. After analysing the concept of critical thinking, a model is suggested consisting of five phases, which attempts to incorporate aspects of problem solving and creative thinking. Next, the development of critical thinking and the central role it plays in adult education are explored. It is concluded that issues surrounding the development of critical thinking may be an important key to developing an understanding of the field of adult education.
The chapter presents a framework and analytical model that could be used by educators for a better understanding of the learning process and of the riches available in the content of CMC messages. The analytical model was developed to highlight five dimensions of the learning process exteriorized in messages: participation, interaction, social, cognitive, and metacognitive dimensions. These dimensions were chosen because they pertain to the work of an educator in dealing with a group of distance learners, and because of their connection with the cognitive approach to the learning process. The point is that CMC messages are polysemic, and that content analysis helps us to understand the learning process and offers data useful to improving the efficacy of interaction with students. The analytical model appears capable of promoting and supporting a collaborative learning process.
Principle: A basic generalization that is accepted as true and that can be used as a basis for reasoning or conduct (OneLook.com Dictionary) This chapter describes five commonly held principles about multimedia learning that are not supported by research and suggests alternative generalizations that are more firmly based on existing studies. The questionable beliefs include the expectations that multimedia instruction: 1) yields more learning than live instruction or older media; 2) is more motivating than other instructional delivery options; 3) provides animated pedagogical agents that aid learning; 4) accommodates different learning styles and so maximizes learning for more students; and 5) facilitates student managed constructivist and discovery approaches that are beneficial to learning. Five Principles 3
A meta-analysis of the comparative distance education (DE) literature between 1985 and 2002 was conducted. In total, 232 studies containing 599 independent achievement, attitude, and retention outcomes were analyzed. Overall results indicated effect sizes of essentially zero on all three measures and wide variability. This suggests that many applications of DE outperform their classroom counterparts and many applications perform more poorly. Dividing achievement outcomes into synchronous and asynchronous forms of DE produced a somewhat different impression. In general, mean achievement effect sizes for synchronous applications favored classroom instruction while for asynchronous applications they favored DE. However, significant heterogeneity remained in each subset. Three clusters of study features—research methodology, pedagogy, and media—entered into weighted multiple regression, revealed, in general, that methodology accounted for the most variation followed by pedagogy and media, suggesting that Clark's (1983, 1994) claims of the importance of pedagogy over media are essentially correct. We go on to suggest that researchers move beyond simple comparisons between DE and classroom instruction to more pressing and productive lines of inquiry that may contribute more to our knowledge of what works best in DE.
Running a problem-based learning (PBL) curriculum has been considered to be more expensive than a traditional Subject-Based Curriculum? This claim has not been well substantiated.
To identify faculty educational activities (FEA) related to PBL, calculate its cost (faculty number and time) and compare it with a traditional Subject-Based Curriculum.
A structured questionnaire was developed through focused group discussion using a Delphi method to identify FEA and ensure face and content validity. For cost comparison, a hypothetic model was developed based on "what if" the curriculum was traditional subject-based, and running within the frame of the current regulations of University of Sharjah.
A total of 23 faculty (16 full-time basic medical sciences and 7 clinical tutors) equal to 19.5 full-time equivalent (FTE) responded to the questionnaire. About five major domains and 26 sub-domains of FEA were identified. The calculated number of faculty needed for the hypothetical Subject-Based Curriculum should have been 19 FTEs. The average FEA hours per faculty per week per student in PBL was 17.41 and for the Subject-Based Curriculum would have been 17.85.
PBL does not require an increase in number of faculty. The time spent by faculty on educational activities was similar in the two curriculum models. Although the cost of two strategies was similar, but the educational roles and the faculty engagement in education in a PBL curriculum is broader than in the traditional curriculum.
When new information is presented to learners, it must be processed in a severely limited working memory. Learning reduces working memory limitations by enabling the use of schemas, stored in long-term memory, to process information more efficiently. Several instructional techniques have been designed to facilitate schema construction and automation by reducing working memory load. Recently, however, strong evidence has emerged that the effectiveness of these techniques depends very much on levels of learner expertise. Instructional techniques that are highly effective with inexperienced learners can lose their effectiveness and even have negative consequences when used with more experienced learners. We call this phenomenon the expertise reversal effect. In this article, we review the empirical literature on the interaction between instructional techniques and levels of learner experience that led to the identification of the expertise reversal effect.
Traditionally, paper cases are used as 'triggers' to stimulate learning in problem-based learning (PBL). However, video may be a better medium because it preserves the original language, encourages the active extraction of information, avoids depersonalization of patients and allows direct observation of clinical consultations. In short, it exposes the students to the complexity of actual clinical problems.
The study aims to find out whether students and facilitators who are accustomed to paper cases would prefer video triggers or paper cases and the reasons for their preference.
After students and facilitators had completed a video PBL tutorial, their responses were measured by a structured questionnaire using a modified Likert scale.
A total of 257 students (92%) and 26 facilitators (100%) responded. The majority of students and facilitators considered that using video triggers could enhance the students' observational powers and clinical reasoning, help them to integrate different information and better understand the cases and motivate them to learn. They found PBL using video triggers more interesting and preferred it to PBL using paper cases.
Video triggers are preferred by both students and facilitators over paper cases in PBL.
Clinical judgment is a critical aspect of physician performance in medicine. It is essential in the formulation of a diagnosis and key to the effective and safe management of patients. Yet, the overall diagnostic error rate remains unacceptably high. In more than four decades of research, a variety of approaches have been taken, but a consensus approach toward diagnostic decision making has not emerged. In the last 20 years, important gains have been made in psychological research on human judgment. Dual-process theory has emerged as the predominant approach, positing two systems of decision making, System 1 (heuristic, intuitive) and System 2 (systematic, analytical). The author proposes a schematic model that uses the theory to develop a universal approach toward clinical decision making. Properties of the model explain many of the observed characteristics of physicians' performance. Yet the author cautions that not all medical reasoning and decision making falls neatly into one or the other of the model's systems, even though they provide a basic framework incorporating the recognized diverse approaches. He also emphasizes the complexity of decision making in actual clinical situations and the urgent need for more research to help clinicians gain additional insight and understanding regarding their decision making.
In a previous study, we established that compared to a written case, a video case enhances observable cognitive processes in the verbal interaction in a postgraduate problem-based learning format. In a new study we examined non-observable cognitive processes using a stimulated recall procedure alongside a reanalysis of the data from the first study. We examined the development of shared cognition as reflected in collaborative concept link formation, an approach to connecting a series of concepts related to a particular topic. Eleven paediatric residents were randomly allocated to two groups. After both analysing the same written case vignette, one group watched a video of the case in the vignette and the other group read a written description of the video. Both groups then reanalysed the vignette. After the group sessions, time-logged transcripts were made of the verbal interaction in both groups and all residents individually took part in a stimulated recall procedure. Causal reasoning concept links were labelled as individual or collaborative depending on whether they originated from individual residents or were directly elicited by verbal utterances from others. The video led to a significantly increased frequency ratio (after intervention: before intervention) of collaborative concept links but did not affect the frequency of individual concept links. This novel process approach to chronological registration of concept link formation offered additional evidence that shared cognition by means of co-elaboration of concept formation is stimulated by the use of patient video recordings in small group learning.
Qualitative research encompasses multiple research methodologies, including ethnography, grounded theory, case study, phenomenology, narrative inquiry, action research, and discourse analysis. Qualitative research studies are carried out through a set of tools for data collection and analysis. This chapter presents methods for data collection and approaches to data analysis. The process of the researcher making meaning of what s/he is seeing should involve clarifications with participants and connections with extant theory, and should not be considered inaccurate if done with attention to rigour and reflexivity. Medical education researchers commonly conduct analysis using teams of researchers. The purpose of involving more than one individual in the analysis varies, and depends on the epistemological stance of the work. Researchers need to be both thoughtful and transparent about their purposes and procedures with regard to theory building and theory use, in order to advance understanding of medical education through rigorous qualitative research.
The empirical evidence described in this book indicates that instructional designs and procedures that are cognitively optimal for less knowledgeable learners may not be optimal for more advanced learners. Instructional designers or instructors need to evaluate accurately the learner levels of expertise to design or select optimal instructional procedures and formats. Frequently, learners need to be assessed in real time during an instructional session in order to adjust the design of further instruction appropriately. Traditional testing procedures may not be suitable for this purpose. The following chapters describe a cognitive load approach to the development of rapid schema-based tests of learner expertise. The proposed methods of cognitive diagnosis will be based on contemporary knowledge of human cognitive architecture and will be further used as means of optimizing cognitive load in learner-tailored computer-based learning environments.
Despite widespread use of self-assessment, teachers have doubts about the value and accuracy of the technique. This article reviews research evidence on student self-assessment, finding that (1) self-assessment produces consistent results across items, tasks, and short time periods; (2) self-assessment provides information about student achievement that corresponds only in part to the information generated by teacher assessments; (3) self-assessment contributes to higher student achievement and improved behavior. The central finding of this review is that (4) the strengths of self-assessment can be enhanced through training students how to assess their work and each of the weaknesses of the approach (including inflation of grades) can be reduced through teacher action.
The rationale for using videotapes in medical student teaching is presented with some examples of their use. The process of producing videotapes for use in the undergraduate child psychiatry course at the University of Leicester Medical School is then described, based on eight videos made so far. This includes planning, patient recruitment, and the technical issues associated with video production. The use of the videotapes is then contextualized. Feedback from medical students on the usefulness and quality of the videos is presented. There is finally a brief discussion of some of the issues that arise for both patients and clinicians when videos are made and used for medical student teaching.
A considerable number of medical schools worldwide have implemented, at least in part, a problem-based learning (PBL) approach in their curricula. Research to date has largely neglected the issue of the actual activities and learning processes that mediate and moderate the relationship between these programs and their cognitive outcomes. In this essay the authors discuss the few studies that have empirically investigated what students actually do in PBL tutorials, which arguably is the pivotal mediating process. These studies demonstrate that it is possible to observe, identify, and describe group activities (such as brainstorming and the joint identification of learning issues) that promote interactionally shared and achieved cognition. However, such studies have been confined to case studies in which isolated fragments of tutorials have been analyzed and described. Future studies need to provide a broader description and analysis of actually performed cognitive activities in all relevant phases of the entire PBL process.
This paper gives a detailed account of the content analysis method developed at Queen's University Belfast to measure critical thinking during group learning, as used in our controlled comparisons between learning in face-to-face and computer conference seminars. From Garrison's 5 stages of critical thinking, and Henri's cognitive skills needed in CMC, we have developed two research instruments: a student questionnaire and this content analysis method. The content analysis relies on identifying, within transcripts, examples of indicators of obviously critical and obviously uncritical thinking, from which several critical thinking ratios can be calculated.
SUPPLEMENTARY MATERIALS Included in this packet are materials touching on themes I will address during my session. I will not go through these sequentially, nor will I address all of them. They are there simply for reference purposes.
In recent years, multimedia learning, or learning from words and images, has developed into a coherent discipline with a significant research base. The Cambridge Handbook of Multimedia Learning is unique in offering a comprehensive, up-to-date analysis of research and theory in the field, with a focus on computer-based learning. Since the first edition appeared in 2005, it has shaped the field and become the primary reference work for multimedia learning. Multimedia environments, including online presentations, e-courses, interactive lessons, simulation games, slideshows, and even textbooks, play a crucial role in education. This revised second edition incorporates the latest developments in multimedia learning and contains new chapters on topics such as drawing, video, feedback, working memory, learner control, and intelligent tutoring systems. It examines research-based principles to determine the most effective methods of multimedia instruction and considers research findings in the context of cognitive theory to explain how these methods work.
Research on non-computerized media such as television, slides, animation, and film has developed an information-processing framework that can be adapted to research on computerized media. We examined the relative effectiveness of three different forms of computer presentation: digital video presentations with text, audio-only presentations with text, and static visual presentations with text. ANOVA results showed that although the achievement scores of participants in different treatment groups did not differ significantly, there was a significant difference in the time participants took to complete the presentations. From an information-processing perspective, these differences may be attributed to bisensory interference or bisensory facilitation. We concluded that when computer-mediated presentations are being designed, the comparative efficiency of the learning medium might often be more pertinent than the effectiveness of media implementation.
Examines results of a 1992 group learning study done by Queen's University of Belfast (Northern Ireland). Compares the quality of learning and depth of critical thinking in seminars conducted face-to-face and via a computer conferencing system. Findings indicate that computer conference discussions had significantly deeper critical thinking than face-to-face seminars. (JMV)
Addressed the question of how learners' a priori perceptions of message categories relate to their perceived self-efficacy in handling them, and how perceptions relate to the amount of invested mental effort (AIME) and learning. The AIME was defined as the number of nonautomatic mental elaborations applied to material and measured by learners' self-reports. It was hypothesized that in the absence of instructions, AIME expended in elaborating materials varies as a function of initial perceptions even when the material warrants otherwise. TV and print were considered categories for which children have general perceptions. 124 6th graders were tested for their perceptions of self-efficacy with print and TV, perceived media realism, and attributions of failure and success with each medium. Half the Ss viewed a silent film, while the other half read a comparable text. Measures of AIME and achievement were then taken. As expected, Ss felt more efficacious with TV, and perceived it as more realistic and easy. Print was reported to demand more effort, but led to better inference making. Efficacy correlated positively with AIME in print and negatively in TV. Discussion focuses on the roles of a priori perceptions and AIME in learning. (44 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
IntroductionComputer - based Teaching ‡Hypertext or Online Reading ResourcesComputer - aided LearningSimulationsIntelligent Tutoring SystemsLearning Styles and e - LearningWorkplace - based Learning and Continuing Professional DevelopmentVirtual Learning EnvironmentsBlended LearningTasks and Activities in Virtual Learning EnvironmentsNew DevelopmentsConclusions
References
This chapter introduces the potential of simulation in medical education and in doing so covers four key areas: (i) definitions and classifications (ii) application of educational theories (iii) the role of debriefing and feedback and (iv) practical applications. Simulation fidelity needs to be related to the goals or learning outcomes of the simulation learning event. A range of simulators and types of simulation events are available to medical education and its common use are reviewed. A number of theories of learning and instruction underpin the design and delivery of the simulated clinical experience, and these can be used not only to affirm educational credibility, but also to develop appropriate research questions. The chapter explores the practical applications for simulation in the teaching and learning of technical and non-technical skills, and how the influence of the environment on practice can be analysed by recreating health care settings.
The Paradigm and Purpose of Qualitative ResearchQualitative Research ApproachesQualitative Research ToolsPrinciples of RigourConclusions
References
Much of the literature on problem based learning (PBL) is concerned with efficacy or with guidelines on design or implementation. Relatively few articles focus on problems with problem based learning, and none that we could find provided suggestions as to how interactive multimedia might help alleviate those problems. In this article we begin with a review of problem based learning including a rationale for its use in the curriculum. Then we identify some of the problems inherent in designing and implementing problem based learning, and end the article with a discussion of how multimedia might be used to address some of those problems.
Problem-based approaches to learning have a long history of advocating experience-based education. Psychological research and theory suggests that by having students learn through the experience of solving problems, they can learn both content and thinking strategies. Problem-based learning (PBL) is an instructional method in which students learn through facilitated problem solving. In PBL, student learning centers on a complex problem that does not have a single correct answer. Students work in collaborative groups to identify what they need to learn in order to solve a problem. They engage in self-directed learning (SDL) and then apply their new knowledge to the problem and reflect on what they learned and the effectiveness of the strategies employed. The teacher acts to facilitate the learning process rather than to provide knowledge. The goals of PBL include helping students develop 1) flexible knowledge, 2) effective problem-solving skills, 3) SDL skills, 4) effective collaboration skills, and 5) intrinsic motivation. This article discusses the nature of learning in PBL and examines the empirical evidence supporting it. There is considerable research on the first 3 goals of PBL but little on the last 2. Moreover, minimal research has been conducted outside medical and gifted education. Understanding how these goals are achieved with less skilled learners is an important part of a research agenda for PBL. The evidence suggests that PBL is an instructional approach that offers the potential to help students develop flexible understanding and lifelong learning skills.
Problem-based learning (PBL) cases tell a story of a medical encounter; however, the version of the story is typically very biomedical in focus. The patient and her or his experience of the situation are rarely the focus of the case despite a prevalent discourse of patient-centeredness in contemporary medical education. This report describes a qualitative study that explored the question, "How does PBL teach medical students about what matters in medicine?"
The qualitative study, culminating in 2008, involved three data collection strategies: (1) a discourse analysis of a set of PBL cases from 2005 to 2006, (2) observation of a PBL tutorial group, and (3) semistructured, in-depth, open-ended interviews with medical educators and medical students.
In this report, using data gathered from 67 PBL cases, 26 hours of observation, and 14 interviews, the author describes six specific ways in which PBL cases-if not thoughtfully conceptualized and authored-can serve to overlook social considerations, thereby undermining a patient-centered approach. These comprise the detective case, the shape-shifting patient, the voiceless PBL person, the joke name, the disembodied PBL person, and the stereotypical PBL person.
PBL cases constitute an important component of undergraduate medical education. Thoughtful authoring of PBL cases has the potential to reinforce, rather than undermine, principles of patient-centeredness.
The objectives of this study were to determine the extent to which clinician-educators agree on definitions of critical thinking and to determine whether their descriptions of critical thinking in clinical practice are consistent with these definitions.
Ninety-seven medical educators at five medical schools were surveyed. Respondents were asked to define critical thinking, to describe a clinical scenario in which critical thinking would be important, and to state the actions of a clinician in that situation who was thinking critically and those of another who was not. Qualitative content analysis was conducted to identify patterns and themes.
The definitions mostly described critical thinking as a process or an ability; a minority of respondents described it as a personal disposition. In the scenarios, however, the majority of the actions manifesting an absence of critical thinking resulted from heuristic thinking and a lack of cognitive effort, consistent with a dispositional approach, rather than a lack of ability to analyse or synthesise.
If we are to foster critical thinking among medical students, we must reconcile the way it is defined with the manner in which clinician-educators describe critical thinking--and its absence--in action. Such a reconciliation would include consideration of clinicians' sensitivity to complexity and their inclination to exert cognitive effort, in addition to their ability to master material and process information.
The rationale for using videotapes in medical student teaching is presented with some examples of their use. The process of producing videotapes for use in the undergraduate child psychiatry course at the University of Leicester Medical School is then described, based on eight videos made so far. This includes planning, patient recruitment, and the technical issues associated with video production. The use of the videotapes is then contextualized. Feedback from medical students on the usefulness and quality of the videos is presented. There is finally a brief discussion of some of the issues that arise for both patients and clinicians when videos are made and used for medical student teaching.
• Our schools are troubled with a multiplication of studies, each in turn having its own multiplication of materials and principles. Our teachers find their tasks made heavier in that they have come to deal with pupils individually and not merely in mass. Unless these steps in advance are to end in distraction, some clew of unity, some principle that makes for simplification, must be found. This book represents the conviction that the needed steadying and centralizing factor is found in adopting as the end of endeavor that attitude of mind, that habit of thought, which we call scientific. This scientific attitude of mind might, conceivably, be quite irrelevant to teaching children and youth. But this book also represents the conviction that such is not the case; that the native and unspoiled attitude of childhood, marked by ardent curiosity, fertile imagination, and love of experimental inquiry, is near, very near, to the attitude of the scientific mind. This book examines the problem of training thought and the logical considerations for training thought. If these pages assist any to appreciate this kinship and to consider seriously how its recognition in educational practice would make for individual happiness and the reduction of social waste, the book will amply have served its purpose. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
• Our schools are troubled with a multiplication of studies, each in turn having its own multiplication of materials and principles. Our teachers find their tasks made heavier in that they have come to deal with pupils individually and not merely in mass. Unless these steps in advance are to end in distraction, some clew of unity, some principle that makes for simplification, must be found. This book represents the conviction that the needed steadying and centralizing factor is found in adopting as the end of endeavor that attitude of mind, that habit of thought, which we call scientific. This scientific attitude of mind might, conceivably, be quite irrelevant to teaching children and youth. But this book also represents the conviction that such is not the case; that the native and unspoiled attitude of childhood, marked by ardent curiosity, fertile imagination, and love of experimental inquiry, is near, very near, to the attitude of the scientific mind. This book examines the problem of training thought and the logical considerations for training thought. If these pages assist any to appreciate this kinship and to consider seriously how its recognition in educational practice would make for individual happiness and the reduction of social waste, the book will amply have served its purpose. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Case studies are the basis of a well-known medical education pedagogy called problem-based learning (PBL). Traditional case studies are paper based and contain brief medical facts about a patient's illness. The authors of this article argue for a rich-narrative PBL design, and they report on a pilot project that incorporated such a design. The term "rich narrative" in this article covers two attributes. The first is the development of case studies that are rich in narrative information (often called "thick narrative"). The second component of rich narrative is the presentation of these thick narrative case studies in a media-rich format-that is, video rather than the traditional paper-based cases. Rich-narrative case studies may provide a more robust context for learning than traditional case studies because the rich cases more accurately reflect the complex reality of patient presentation and interaction. They also may help to lay the foundation for the development of a more holistic and patient-centered awareness during the training of health professionals. The use of video as a case presentation tool adds to this robust depiction of the patient as a complete human being rather than a collection of written symptoms. The authors discuss the power of narrative in learning, the significance of rich-narrative in medical education, the steps they took to develop a video-based, rich-narrative case study for online PBL tutorials at Simon Fraser University, and the evaluation of their prototype used in 2008.
Understanding the relevance of basic science knowledge in the determination of patient assessment, diagnosis, and treatment is critical to good medical practice. One method often used to direct students in the fundamental process of integrating basic science and clinical information is problem-based learning (PBL). The faculty facilitated small group discussion format traditionally used for PBL is a significant challenge for faculty and facilities with a large class. To provide inductive learning to a large class early in the preclerkship curriculum, a series of online, case-based tutorials was created using the method of inquiry-based learning. The tutorial paradigm is designed to challenge students through a guided inquiry process in which clinical skills and basic science information are seamlessly joined. The psychosocial dimension of patient care is added to the documented case presentation of the tutorials in the form of patient/physician history taking and physical examination videos. These videos augment the written case with additional information providing the student with visual exposure in methods of patient communication and appropriate professional patient/physician interactions that address competencies of patient care, communication, and professionalism. The tutorials were made available via learning management system course sites. The study tracked usage of the tutorials by 270 first-year medical students.
The increasingly popular term 'problem-based learning' does not refer to a specific educational method. It can have many different meanings depending on the design of the educational method employed and the skills of the teacher. The many variables possible can produce wide variations in quality and in the educational objectives that can be achieved. A taxonomy is proposed to facilitate an awareness of these differences and to help teachers choose a problem-based learning method most appropriate for their students.
To examine the relationship between critical thinking skills as measured by the Watson-Glaser Critical Thinking Appraisal (WGCTA) and success during the first two years of medical school.
The WGCTA was administered to 92 students participating in orientation for the class of 1994. Total scores and subtest scores were calculated for each student. Scores from the Medical College Admission Test (MCAT) subtests, undergraduate grade-point averages (GPAs), gender, race-ethnicity, and other premedical data were obtained from admission files. Measures of student success in medical school included the final numerical scores of preclinical courses, preclinical GPA, United States Medical Licensing Examination (USMLE) Step 1 total score, course remediations, and alterations in schedules such as reduced loads or repeated years. Pearson correlation and the t-test were used in the analysis of data.
WGCTA scores correlated best with MCAT scores for reading skils (r = .57) and quantitative skills (r = .40). Significant correlations were found between WGCTA scores and final scores for nearly all preclinical courses; however, the only correlations reaching .40 were for Behavioral Science 1 and Biometrics. Correlations between WGCTA scores and first- and second-year GPAs and scores on the USMLE Step 1 were between .33 and .36. The WGCTA scores for students who had extended time to meet course requirements or altered their curricula were significantly lower than those of students who neither took extended time nor changed their academic schedules.
Critical thinking skills as measured by the WGCTA are moderately predictive of academic success during the preclinical years of medical education.
To examine the relationship between preclinical medical school course examinations and critical-thinking skills by correlating examination results with the Watson-Glaser Critical Thinking Appraisal (WGCTA), an 80-item critical-thinking inventory.
The 196 students in the class of 1993 at the University of Texas Southwestern Medical Center at Dallas Southwestern Medical School were given the WGCTA during the second half of their freshman year. A composite WGCTA score and five subtest scores were calculated for each student. The course examinations were 25 tests, each with a majority of multiple-choice items, from courses given during the first two years of the school curriculum. The students' undergraduate grade-point average (GPAs), medical school GPAs, and Medical College Admission Test (MCAT) scores were also included in the analysis. Pearson product-moment correlations were calculated between the students' WGCTA scores and their examination scores, MCAT scores, and GPAs.
Sixteen of the examinations--in the behavioral sciences, psychiatry, ethics, pathology, introduction to clinical medicine, genetics, endocrinology, and cell biology--had significant positive correlations with the WGCTA, as did MCAT scores and first-year GPAs. Correlations were more robust with the WGCTA subscales for interpretation (18 examinations), evaluation of arguments (15), and deduction (13), and less robust with the subscales for inference (7) and recognition of assumptions (3).
The results suggest that objective multiple-choice examinations can at least partially reflect critical-thinking skills.
In the context of a curriculum reform the Faculty of Medicine of the University of Leuven, Belgium, introduced a new teaching project: video-supported small-group learning on problem-solving and clinical reasoning. The aim of this study is to reflect 20 years experience. The video-supported sessions for sixth-year medical students during their practical year in peripheral hospitals were constructed in four stages. The first stage is the video presentation of a case with history-taking and physical examination. The student and three tutors of internal medicine make notes and can ask further questions and perform additional physical examination acts after the video presentation. The coordinator of the course, who knows the patient, then simulates the patient and the doctor to answer the questions. The second stage consists of making up individually a synoptic problem list, integrating history and physical examination; a differential diagnosis list with the most likely diagnosis fitting the problem list; and a list with investigations to be asked for confirming the diagnosis. The third stage consists of three small student groups discussing the three lists requested in stage 2. Each small group of students, passively assisted by a tutor, has to come to the consensus lists. The fourth stage is the confrontation of the consensus lists of the three groups with the aim of coming to an overall agreement. At this stage tutors are more actively involved in the discussion. Several learning processes are involved in this way of teaching. During the first stage the students learn the traditional teaching 'see one, do one and teach one', a demonstration of a full history and physical examination. By asking for additional information they learn by a critical attitude and by developing a strategy of fact-finding. During the second and third stages, by making their lists and during the consensus processes, they learn the significance of individual findings, problem-framing and the synthesis of history and physical examination data in medical concepts. The third and fourth parts of the sessions bring up the process of clinical reasoning, formulation of a working hypothesis, the discussion of the pathophysiology of findings, clustering of problems and epidemiological considerations as incidence and prevalence. Finally, the exercise to select diagnostic tests gives the students the possibility of appreciating the value of sensitivity/specificity and risks, benefits and costs of diagnostic procedures. These video-supported clinical problem-solving and reasoning sessions were positively appraised by students, teachers and medical faculty over the years. Over 20 years, more than 90 cases have been recorded on video, with a widespread variation in diagnoses and clinical presentations. Small-group teaching with the aid of a video case, as described in this paper, can promote enjoyable learning for students and teachers.
A considerable number of medical schools worldwide have implemented, at least in part, a problem-based learning (PBL) approach in their curricula. Research to date has largely neglected the issue of the actual activities and learning processes that mediate and moderate the relationship between these programs and their cognitive outcomes. In this essay the authors discuss the few studies that have empirically investigated what students actually do in PBL tutorials, which arguably is the pivotal mediating process. These studies demonstrate that it is possible to observe, identify, and describe group activities (such as brainstorming and the joint identification of learning issues) that promote interactionally shared and achieved cognition. However, such studies have been confined to case studies in which isolated fragments of tutorials have been analyzed and described. Future studies need to provide a broader description and analysis of actually performed cognitive activities in all relevant phases of the entire PBL process.
Critical thinking (CT) is a composite of skills linked to problem-based learning (PBL).
This study has 3 purposes: (a) to determine if PBL discourse could be coded for CT, (b) to demonstrate reliable coding, and (c) to determine whether a CT ratio would provide a valid measure to compare 2 PBL groups.
Using prior research, we refined the code for a content analysis of PBL transcripts. Raters coded 6 hr of transcripts and computed CT ratios for each of the 5 CT stages. Average interrater agreement was 85.5%. CT ratios appeared to differ between 2 PBL groups delivered in 2 modalities.
PBL discourse could be coded following a CT framework. Independent raters reliably applied the code, and the resulting CT ratios detected tenable differences.
This approach could provide useful information about the effect of case modality.