Exploring the efficacy of replacing linear paper-based patient cases in problem-based learning with dynamic Web-based...

Area of Science:

• Medical Education
• Educational Technology
• Health Professions Education

Background:

• Problem-based learning (PBL) is a cornerstone of medical education, but faces challenges in connecting abstract concepts to clinical practice and maintaining learner engagement.
• Traditional linear PBL may not fully leverage the potential of technology for dynamic learning experiences.

Purpose of the Study:

• To evaluate the efficacy of decision-based learning (D-PBL), a variant of PBL utilizing interactive virtual patients.
• To compare learning outcomes between D-PBL and traditional linear PBL in undergraduate medical students.

Main Methods:

• A randomized controlled trial with a crossover design involving 81 second-year medical students.
• Students were allocated to either D-PBL or linear PBL groups, alternating activities throughout the semester.
• Performance was measured by cohort performance on specific face-to-face exam questions.

Main Results:

• D-PBL groups demonstrated statistically significant improvements in exam performance on D-PBL-related questions compared to linear PBL groups.
• Effect sizes for D-PBL-related questions were large and positive, indicating a substantial benefit.
• No significant differences in performance were observed for questions unrelated to the D-PBL content.

Conclusions:

• D-PBL is an effective pedagogical approach, leading to superior midterm learning outcomes compared to linear PBL, particularly for students with prior PBL experience.
• Institutions are adopting D-PBL, replacing traditional paper-based cases with virtual patients for undergraduate teaching.
• The study highlights the potential of web-based interactive cases to enhance medical education.