Using real patients in problem-based learning: students' comments on the value of using real, as opposed to paper cases, in a problem-based learning module in general practice.
Objectives To explore the feasibility and value of using real patients as trigger material in problem-based learning (PBL). Design A questionnaire was given to all students participating in a PBL module including a question about 'the added value of using real, as opposed to paper cases', in problem...
| Publicado en: | Medical Education Vol. 35; no. 1; pp. 27 - 35 |
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| Autores principales: | , , |
| Formato: | research Journal Article |
| Publicado: |
Wiley-Blackwell
Jan2001
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | Objectives To explore the feasibility and value of using real patients as trigger material in problem-based learning (PBL). Design A questionnaire was given to all students participating in a PBL module including a question about 'the added value of using real, as opposed to paper cases', in problem-based learning. Resources used by students and assessment of feasibility were recorded by the course tutors. Setting A 7-week student-selected problem-based module in general practice in the fourth-year undergraduate medical curriculum, University of Newcastle upon Tyne. Subjects 69 students participating in the module over 2 years. Results All students valued the use of real patients. A total of 10 categories were identified, all congruent with accepted educational principles for effective adult learning. Real patients stimulated the use of a very wide range of resources and imaginative presentation of what had been learned. Conclusion Real patients are potent trigger stimuli in problem-based learning. The use of real patients in this general practice-based module presented no organizational or ethical difficulties. Their use should be considered more widely. |
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