Video Didactic Preparation Augments Problem-Based Learning for First Year Medical Students

  • Hamilton K
  • Kuo Y
  • Horneffer P
  • et al.
N/ACitations
Citations of this article
10Readers
Mendeley users who have this article in their library.

Abstract

Problem-based learning (PBL) utilizes a self-directed strategy. This process relies on group participation to succeed. Students without a background in biology or medicine can feel overwhelmed by the complexity of the subject matter and unable to participate in the group learning process. We incorporated curated educational videos in the PBL curriculum to help address this situation. First year medical students participated in this study in the form of a typical PBL session. They were then assessed on basic and clinical science knowledge and their learning experience. Student basic science and clinical knowledge were similar between the student groups. However, the students given a list of suggested videos scored higher in their learning experience, perception of feeling prepared, and participating in the group PBL experience than students who were not given the video list. Results from this study indicate that videos can be utilized to enhance the PBL process.

Cite

CITATION STYLE

APA

Hamilton, K. L., Kuo, Y.-C., Horneffer, P., Stein, T. P., & Goldberg, G. S. (2023). Video Didactic Preparation Augments Problem-Based Learning for First Year Medical Students. Journal of Medical Education and Curricular Development, 10, 238212052311778. https://doi.org/10.1177/23821205231177862

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free