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Medical Student and Tutor Perceptions of Video Versus Text in an Interactive Online Virtual Patient for Problem-Based

Luke A Woodham1, Rachel H Ellaway, Jonathan Round

  • 1Institute of Medical and Biomedical Education, St. George's, University of London, London, United Kingdom. lwoodham@sgul.ac.uk.

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Summary

Text-based materials are preferred over video in virtual patients for problem-based learning (PBL), as video can impede critical thinking and slow down learning. Text enhances clinical reasoning skills in PBL., Enhanced_Abstract=default_api.SeocontentEnhancedAbstract(Area_of_Science=[

Keywords:
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Area of Science:

  • Medical Education Technology
  • Problem-Based Learning (PBL)
  • Virtual Patient Simulation

Background:

  • Video resources are common in problem-based learning (PBL), but can hinder clinical reasoning development.
  • The effectiveness of video in interactive virtual patients for PBL remains unexplored.
  • This study addresses the gap in understanding video integration within virtual patient PBL.

Purpose of the Study:

  • To explore undergraduate medical students' interpretation and evaluation of video vs. text in virtual patient PBL.
  • To inform the design and utilization of virtual patients for PBL.
  • To guide future research on virtual patient-based learning.

Main Methods:

  • A pilot study adapted an existing virtual patient for video integration.
  • Undergraduate medical students received the video-enhanced virtual patient intervention.
  • Surveys and formative review meetings with tutors captured experiences and perceptions; data analyzed using descriptive statistics and thematic analysis.

Main Results:

  • Eight themes emerged regarding the educational efficacy of video and text formats.
  • A majority of students (65%) preferred text over video in the virtual patient PBL context.
  • Video use was perceived to slow PBL pace and impede critical appraisal of information.

Conclusions:

  • Text is generally perceived as a superior information source in virtual patient PBL compared to video.
  • Video offers benefits for specific details, visuals, and context not easily conveyed by text.
  • Learner acceptance of text is higher in PBL, especially for developing clinical reasoning.