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Related Experiment Videos

Student's perceptions of a virtual PBL experience.

Carol Kamin1, Robin Deterding, May Lowry

  • 1University of Colorado, School of Medicine, Denver 80218, USA. kamin.carol@tchden.org

Academic Medicine : Journal of the Association of American Medical Colleges
|November 15, 2002
PubMed
Summary

Students found virtual problem-based learning (PBL) engaging for standardizing pediatric clinical experiences. While authentic video cases enhanced learning, face-to-face interaction was preferred, though virtual PBL is valuable for remote settings.

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Area of Science:

  • Medical Education
  • Digital Learning Technologies
  • Pediatric Clinical Training

Background:

  • Standardizing clinical experiences for medical students across diverse sites presents challenges.
  • Virtual problem-based learning (PBL) offers a potential solution for remote or distributed learners.
  • Assessing student attitudes towards novel educational technologies is crucial for effective implementation.

Purpose of the Study:

  • To evaluate student attitudes towards a virtual PBL program (Project LIVE) designed to standardize pediatric clinical experiences.
  • To compare student perceptions of virtual PBL with traditional face-to-face (FFT) and video-enhanced face-to-face (FFV) case modalities.
  • To identify key factors influencing student satisfaction and learning in different PBL formats.

Main Methods:

Related Experiment Videos

  • Developed Project LIVE, a CD-ROM/Web hybrid using digital video cases for virtual PBL.
  • Assigned students to three groups: face-to-face paper case (FFT), face-to-face video case (FFV), and virtual video case (VG).
  • Conducted eight one-hour focus groups with an independent evaluator to assess student attitudes over six months.

Main Results:

  • Students valued the authenticity of video cases, finding them more memorable and confidence-building for clinical skills.
  • While all formats improved problem-solving, virtual PBL groups reported excessive time commitment without clear benchmarks.
  • Students perceived PBL as valuable for structuring knowledge, clinical reasoning, and collaborative learning.

Conclusions:

  • Authentic video cases enhance medical education, but time management in virtual settings requires attention.
  • Face-to-face interaction was preferred, yet virtual PBL provides a viable, standardized option for remote clinical rotations.
  • Project LIVE demonstrated potential for standardizing pediatric clinical experiences and was generally well-received by students.