How we "breathed life" into problem-based learning cases using a mobile application

Michelle McLean, Victoria Brazil, Patricia Johnson

Research output: Contribution to journalArticleResearchpeer-review

11 Citations (Scopus)

Abstract

BACKGROUND: Problem-based learning (PBL) has been widely adopted in medical education. Learners become bored with paper-based cases as they progress through their studies.

AIM: To breathe life (i.e. develop virtual patients) into paper-based PBL cases.

METHODS: The "patients" in paper-based PBL cases in one Year 2 were transformed into virtual patients by simulated patients role-playing and the videos and associated patient data uploaded to Bond's Virtual Hospital, a mobile Application. In unsupervised "clinical teams", second-year students undertook "ward rounds" twice a week, prompted by a virtual consultant and registered nurse. Immediately following the "ward rounds", they met with a clinician facilitator to discuss their "patients".

RESULTS: Apart from some minor technical issues, the experience was rated positively by students and clinical facilitators. They claimed that it provided students with a sense of what happens in the real world of medicine. The group work skills students had developed during PBL stood them in good stead to self-manage their "clinical teams".

CONCLUSIONS: This more authentic PBL experience will be extended to earlier semesters as well as later in the curriculum as the virtual hospital can be used to expose learners to a profile of patients that may not be guaranteed during hospital rounds.

Original languageEnglish
Pages (from-to)849-52
Number of pages4
JournalMedical Teacher
Volume36
Issue number10
DOIs
Publication statusPublished - Oct 2014

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McLean, Michelle ; Brazil, Victoria ; Johnson, Patricia. / How we "breathed life" into problem-based learning cases using a mobile application. In: Medical Teacher. 2014 ; Vol. 36, No. 10. pp. 849-52.
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How we "breathed life" into problem-based learning cases using a mobile application. / McLean, Michelle; Brazil, Victoria; Johnson, Patricia.

In: Medical Teacher, Vol. 36, No. 10, 10.2014, p. 849-52.

Research output: Contribution to journalArticleResearchpeer-review

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AB - BACKGROUND: Problem-based learning (PBL) has been widely adopted in medical education. Learners become bored with paper-based cases as they progress through their studies.AIM: To breathe life (i.e. develop virtual patients) into paper-based PBL cases.METHODS: The "patients" in paper-based PBL cases in one Year 2 were transformed into virtual patients by simulated patients role-playing and the videos and associated patient data uploaded to Bond's Virtual Hospital, a mobile Application. In unsupervised "clinical teams", second-year students undertook "ward rounds" twice a week, prompted by a virtual consultant and registered nurse. Immediately following the "ward rounds", they met with a clinician facilitator to discuss their "patients".RESULTS: Apart from some minor technical issues, the experience was rated positively by students and clinical facilitators. They claimed that it provided students with a sense of what happens in the real world of medicine. The group work skills students had developed during PBL stood them in good stead to self-manage their "clinical teams".CONCLUSIONS: This more authentic PBL experience will be extended to earlier semesters as well as later in the curriculum as the virtual hospital can be used to expose learners to a profile of patients that may not be guaranteed during hospital rounds.

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