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Comparative Study
. 2016 Jun;28(2):169-78.
doi: 10.3946/kjme.2016.24. Epub 2016 Feb 29.

Using standardized patients versus video cases for representing clinical problems in problem-based learning

Bo Young Yoon  1 , Ikseon Choi  2 , Seokjin Choi  3 , Tae-Hee Kim  1 , Hyerin Roh  4 , Byoung Doo Rhee  1 , Jong-Tae Lee  5
Affiliations
Comparative Study

Using standardized patients versus video cases for representing clinical problems in problem-based learning

Bo Young Yoon et al. Korean J Med Educ. 2016 Jun.

Abstract

Purpose: The quality of problem representation is critical for developing students' problem-solving abilities in problem-based learning (PBL). This study investigates preclinical students' experience with standardized patients (SPs) as a problem representation method compared to using video cases in PBL.

Methods: A cohort of 99 second-year preclinical students from Inje University College of Medicine (IUCM) responded to a Likert scale questionnaire on their learning experiences after they had experienced both video cases and SPs in PBL. The questionnaire consisted of 14 items with eight subcategories: problem identification, hypothesis generation, motivation, collaborative learning, reflective thinking, authenticity, patient-doctor communication, and attitude toward patients.

Results: The results reveal that using SPs led to the preclinical students having significantly positive experiences in boosting patient-doctor communication skills; the perceived authenticity of their clinical situations; development of proper attitudes toward patients; and motivation, reflective thinking, and collaborative learning when compared to using video cases. The SPs also provided more challenges than the video cases during problem identification and hypotheses generation.

Conclusion: SPs are more effective than video cases in delivering higher levels of authenticity in clinical problems for PBL. The interaction with SPs engages preclinical students in deeper thinking and discussion; growth of communication skills; development of proper attitudes toward patients; and motivation. Considering the higher cost of SPs compared with video cases, SPs could be used most advantageously during the preclinical period in the IUCM curriculum.

Keywords: Problem representation; Problem-based learning; Standardized patients; Video case.

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Figures

Fig. 1.
Fig. 1.. Weekly Schedule of the Problem-Based Learning (PBL) Module with the First Session of Video-Based PBL and the First Session of Standardized Patient-Based PBL
SP: Standardized patient.
Fig. 2.
Fig. 2.. Perceived Benefits of Using Standardized Patients versus Video Cases in Problem-Based Learning
*p<0.05, **p<0.01, ***p<0.001.
See this image and copyright information in PMC

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