1 / 17

The Trial: Interactive Virtual Patients Replace Paper Cases in PBL

This study explores the replacement of paper cases with interactive online Virtual Patients (VPs) in Problem-Based Learning (PBL) and evaluates student and tutor feedback. The findings support the use of VPs, highlighting their engagement and learning benefits. However, participants expressed a preference for paper handouts. The study aims to create a more interactive and personalized curriculum with VPs at its core.

wharding
Download Presentation

The Trial: Interactive Virtual Patients Replace Paper Cases in PBL

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The Trial:The replacement of ‘paper’ cases by interactive online Virtual Patients (VP) inProblem-Based Learning (PBL)Terry Poulton, Trupti Bakrania, Sheetal Kavia, Jonathan Round, Emily Conradi & Sean HiltonThe e-Learning Unit

  2. Problem-Based Learning …a type of Virtual Patient

  3. What we wanted from A Virtual Patient… Scenario.. Ability to take decisions Explore the consequences of those decisions … Immediate feedback to the student…

  4. Linear PBL

  5. Branched PBL

  6. Problem-based Learning

  7. VP/PBL TRIAL Year 1 students mini-trial (1 case) Year 2 students whole module trial

  8. 1st yr Students (first term): Paper 22% Online with decisions (branched) 74% Online without decisions (linear) 4% Which method of PBL would you prefer to undertake in the future: 2nd yr Students (last term): • Paper 42% • Online with decisions 56% • Online without decisions 2% 2nd yr Tutors (last term): • Paper 25% • Online with decisions 63% • Online without decisions 12%

  9. Students I learnt more from having choices to make 4.0 I found the online decision cases more engaging 3.9 I found the non-linear cases frustrating 1.8 1 = strongly disagree, 5 = strongly agree • Tutors • Students found the decision cases more interesting 4.2 • It is easier to tutor paper-based cases3.0 • Online PBL makes it harder to meet the LOBs 2.5 • Students spent more discussion time on the option steps 4.3 • “Students slowed down to discuss options , • instead of rushing through the early parts of the case “

  10. Comments about ‘Decision-Making’ • Non-linear cases were definitely more stimulating. • More than once we deliberately went down the 'wrong' track to see what happened. Very useful to do this on a paper patient … • The biggest benefit I believe is the decision making. • Its not the decisions, it’s the consequences! • Comments About ‘Paper’ • I was dreading this as I am used to scribbling all over the notes as we talk…Actually I found this OK. • Not having a paper copy of the tutorial makes everyone in the group look at the screen rather than at each other.. • I think probably as a year we are just used to the paper version!

  11. Summary The use of VPs in PBL was supported by students and tutors who believed the options created a more engaging session, and that students learned more They disliked the absence of a paper handout. They saw no value ‘in simply putting cases online!’ (the linear cases) A re-run of the trial would relate linear/branching to exam performance

  12. Outcome- A new programme To change the existing PBL curriculum, to create a more interactive, personalised model of course delivery with virtual patients at its core, To be delivered in the Transitional year between campus-based learning and clinical attachments, as Clinical PBL

  13. Why G(eneration) 4? G1 – Subject- or discipline-based G2 - System-based G3 - Case based, but linear G4 – Interactive with options, consequences

More Related