Comparison of three problem-based learning conditions (real patients, digital and paper) with lecture-based learning in a dermatology course: A prospective randomized study from China
Comparison of three problem-based learning conditions (real patients, digital and paper) with lecture-based learning in a dermatology course: A prospective randomized study from China
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DOI：
10.3109/0142159x.2012.719651
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发表时间：
2013-01-01
期刊：
影响因子：
4.7
通讯作者：
Chen, Xiang
中科院分区：
文献类型：
--
作者：
Li, Jie;Li, Qing Ling;Chen, Xiang
背景资料：皮肤病学基于问题的学习（PBL）课程中使用的不同病例的确切效果和质量尚不清楚。目的：前瞻性比较真实的患者、数字化纸质PBL（PPBL）和传统基于讲座的学习（LBL）对学习成绩和学生感知的影响。方法：将120名学生随机分为真实病例PBL（real-patientPBL，RPBL）组和数字化PBL（digitalPBL，DPBL）组，PPBL组通过纸质病例进行研究，常规组接受教学式讲座。通过笔试、客观结构化临床考试和学生表现分数的审查来评估学业成绩。一个五点李克特量表问卷被用来评估学生perceptions.Results：相比那些只接受讲座，所有PBL参与者有更好的成绩笔试，临床考试和整体表现。RPBL组学生的整体表现优于其他两个PBL组。真实的病人案例是更有效地帮助发展学生的自我导向的学习技能，提高他们的信心，在未来的病人遇到，并鼓励他们了解更多的讨论条件，相比，数字和纸质cases.Conclusion：无论是真实的病人和数字触发器都有助于提高学生的临床问题处理技能。然而，真实的患者为学生提供了更大的好处。
Background: The precise effect and the quality of different cases used in dermatology problem-based learning (PBL) curricula are yet unclear.Aim: To prospectively compare the impact of real patients, digital, paper PBL (PPBL) and traditional lecture-based learning (LBL) on academic results and student perceptions.Methods: A total of 120 students were randomly allocated into either real-patients PBL (RPBL) group studied via real-patient cases, digital PBL (DPBL) group studied via digital-form cases, PPBL group studied via paper-form cases, or conventional group who received didactic lectures. Academic results were assessed through review of written examination, objective structured clinical examination and student performance scores. A five-point Likert scale questionnaire was used to evaluate student perceptions.Results: Compared to those receiving lectures only, all PBL participants had better results for written examination, clinical examination and overall performance. Students in RPBL group exhibited better overall performance than those in the other two PBL groups. Real-patient cases were more effective in helping develop students' self-directed learning skills, improving their confidence in future patient encounters and encouraging them to learn more about the discussed condition, compared to digital and paper cases.Conclusion: Both real patient and digital triggers are helpful in improving students' clinical problem-handling skills. However, real patients provide greater benefits to students.