Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

The patient's voice in a problem-based learning case.

Anna Chur-Hansen1, Les Koopowitz

  • 1Department of Psychiatry, University of Adelaide, Adelaide, SA 5005, Australia. anna.churhansen@adelaide.edu.au

Australasian Psychiatry : Bulletin of Royal Australian and New Zealand College of Psychiatrists
|February 18, 2005
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

A critical analysis of online social support websites for Australians seeking bariatric surgery.

Australian journal of psychology·2026
Same author

Process evaluation of a pilot study of a self-managed, online cognitive behavioural therapy programme to address needle-related distress in haemodialysis recipients.

The journal of vascular access·2026
Same author

The Information Needs and Experiences of Cardiac Implantable Electronic Device Caregivers: A Qualitative Analysis of Social Media Data.

Journal of clinical psychology in medical settings·2026
Same author

Proactive anti-racism training for healthcare: study protocol for the development and evaluation of an Australian cognitive-behavioural therapy-informed racism reduction programme.

BMJ open·2026
Same author

"Like Going Through High School All Over Again" - A Social Identity Perspective on Conflict, Exclusion, and Belonging in Online Communities of LGBTQ+ Adults.

Journal of homosexuality·2026
Same author

AI in Psychiatric Education and Training From 2016 to 2024: Scoping Review of Trends.

JMIR medical education·2025

Problem-based learning (PBL) uses patient case studies to drive student inquiry. This study details creating a PBL case from a patient's psychiatric illness narrative, highlighting benefits for both the patient and student learning.

Area of Science:

  • Medical Education
  • Psychiatric Nursing
  • Patient-Centered Care

Background:

  • Problem-based learning (PBL) is a pedagogical approach utilizing trigger materials to foster self-directed learning and group discussion.
  • Traditional PBL often employs paper-based case studies.
  • The integration of real patient experiences into medical education is recognized as valuable.

Purpose of the Study:

  • To describe the collaborative process of developing a PBL case study from a patient's personal narrative of psychiatric illness.
  • To explore the potential advantages of this patient-narrative-driven PBL approach for both the patient involved and the students' educational outcomes.

Main Methods:

  • A qualitative approach was used to document the case development process.
  • The methodology involved a collaboration between healthcare professionals/educators and a patient with lived experience of psychiatric illness.

Related Experiment Videos

  • The patient's first-person narrative served as the core material for the PBL case.

    • Main Results:

    • The development process yielded a unique PBL case grounded in authentic patient experience.
    • Collaboration offered reciprocal benefits, enhancing the patient's sense of agency and contributing to student learning.
    • The case facilitated deeper engagement with psychiatric illness concepts through a patient-centered lens.

    Conclusions:

    • Real patient narratives are an underutilized yet powerful resource in medical and psychiatric education.
    • Incorporating patient accounts into PBL can enrich the learning experience and promote empathy.
    • Further exploration and utilization of patient narratives in teaching are recommended.