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Medical Student and Tutor Perceptions of Video Versus Text in an Interactive Online Virtual Patient for Problem-Based Learning: A Pilot Study.

Woodham LA, Ellaway RH, Round J, Vaughan S, Poulton T, Zary N - J. Med. Internet Res. (2015)

Bottom Line: Although some students found some characteristics of the videos beneficial, when asked to express a preference for video or text the majority of those that responded to the question (65%, 65/100) expressed a preference for text.More specifically, the use of video was perceived as beneficial for providing details, visual information, and context where text was unable to do so.This pilot study has provided the foundation for further research into the effectiveness of different virtual patient designs for PBL.

View Article: PubMed Central - HTML - PubMed

Affiliation: Institute of Medical and Biomedical Education, St. George's, University of London, London, United Kingdom. lwoodham@sgul.ac.uk.

ABSTRACT

Background: The impact of the use of video resources in primarily paper-based problem-based learning (PBL) settings has been widely explored. Although it can provide many benefits, the use of video can also hamper the critical thinking of learners in contexts where learners are developing clinical reasoning. However, the use of video has not been explored in the context of interactive virtual patients for PBL.

Objective: A pilot study was conducted to explore how undergraduate medical students interpreted and evaluated information from video- and text-based materials presented in the context of a branched interactive online virtual patient designed for PBL. The goal was to inform the development and use of virtual patients for PBL and to inform future research in this area.

Methods: An existing virtual patient for PBL was adapted for use in video and provided as an intervention to students in the transition year of the undergraduate medicine course at St George's, University of London. Survey instruments were used to capture student and PBL tutor experiences and perceptions of the intervention, and a formative review meeting was run with PBL tutors. Descriptive statistics were generated for the structured responses and a thematic analysis was used to identify emergent themes in the unstructured responses.

Results: Analysis of student responses (n=119) and tutor comments (n=18) yielded 8 distinct themes relating to the perceived educational efficacy of information presented in video and text formats in a PBL context. Although some students found some characteristics of the videos beneficial, when asked to express a preference for video or text the majority of those that responded to the question (65%, 65/100) expressed a preference for text. Student responses indicated that the use of video slowed the pace of PBL and impeded students' ability to review and critically appraise the presented information.

Conclusions: Our findings suggest that text was perceived to be a better source of information than video in virtual patients for PBL. More specifically, the use of video was perceived as beneficial for providing details, visual information, and context where text was unable to do so. However, learner acceptance of text was higher in the context of PBL, particularly when targeting clinical reasoning skills. This pilot study has provided the foundation for further research into the effectiveness of different virtual patient designs for PBL.

No MeSH data available.


Related in: MedlinePlus

Bar graph of student responses to question “Do you feel that the use of video in the tutorial was effective?”.
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figure3: Bar graph of student responses to question “Do you feel that the use of video in the tutorial was effective?”.

Mentions: We asked student participants whether they felt that the video was effective and whether they preferred video or text. The responses to these questions showed similar patterns regardless of year of study, with a majority of students feeling that the use of video was effective (Figure 3). However, when asked to state a preference for video- or text-based scenarios, the majority of students expressed a preference for text (Figure 4).


Medical Student and Tutor Perceptions of Video Versus Text in an Interactive Online Virtual Patient for Problem-Based Learning: A Pilot Study.

Woodham LA, Ellaway RH, Round J, Vaughan S, Poulton T, Zary N - J. Med. Internet Res. (2015)

Bar graph of student responses to question “Do you feel that the use of video in the tutorial was effective?”.
© Copyright Policy - open-access
Related In: Results  -  Collection

License 1 - License 2
Show All Figures
getmorefigures.php?uid=PMC4526950&req=5

figure3: Bar graph of student responses to question “Do you feel that the use of video in the tutorial was effective?”.
Mentions: We asked student participants whether they felt that the video was effective and whether they preferred video or text. The responses to these questions showed similar patterns regardless of year of study, with a majority of students feeling that the use of video was effective (Figure 3). However, when asked to state a preference for video- or text-based scenarios, the majority of students expressed a preference for text (Figure 4).

Bottom Line: Although some students found some characteristics of the videos beneficial, when asked to express a preference for video or text the majority of those that responded to the question (65%, 65/100) expressed a preference for text.More specifically, the use of video was perceived as beneficial for providing details, visual information, and context where text was unable to do so.This pilot study has provided the foundation for further research into the effectiveness of different virtual patient designs for PBL.

View Article: PubMed Central - HTML - PubMed

Affiliation: Institute of Medical and Biomedical Education, St. George's, University of London, London, United Kingdom. lwoodham@sgul.ac.uk.

ABSTRACT

Background: The impact of the use of video resources in primarily paper-based problem-based learning (PBL) settings has been widely explored. Although it can provide many benefits, the use of video can also hamper the critical thinking of learners in contexts where learners are developing clinical reasoning. However, the use of video has not been explored in the context of interactive virtual patients for PBL.

Objective: A pilot study was conducted to explore how undergraduate medical students interpreted and evaluated information from video- and text-based materials presented in the context of a branched interactive online virtual patient designed for PBL. The goal was to inform the development and use of virtual patients for PBL and to inform future research in this area.

Methods: An existing virtual patient for PBL was adapted for use in video and provided as an intervention to students in the transition year of the undergraduate medicine course at St George's, University of London. Survey instruments were used to capture student and PBL tutor experiences and perceptions of the intervention, and a formative review meeting was run with PBL tutors. Descriptive statistics were generated for the structured responses and a thematic analysis was used to identify emergent themes in the unstructured responses.

Results: Analysis of student responses (n=119) and tutor comments (n=18) yielded 8 distinct themes relating to the perceived educational efficacy of information presented in video and text formats in a PBL context. Although some students found some characteristics of the videos beneficial, when asked to express a preference for video or text the majority of those that responded to the question (65%, 65/100) expressed a preference for text. Student responses indicated that the use of video slowed the pace of PBL and impeded students' ability to review and critically appraise the presented information.

Conclusions: Our findings suggest that text was perceived to be a better source of information than video in virtual patients for PBL. More specifically, the use of video was perceived as beneficial for providing details, visual information, and context where text was unable to do so. However, learner acceptance of text was higher in the context of PBL, particularly when targeting clinical reasoning skills. This pilot study has provided the foundation for further research into the effectiveness of different virtual patient designs for PBL.

No MeSH data available.


Related in: MedlinePlus