Premium
Using real patients in problem‐based learning: students’ comments on the value of using real, as opposed to paper cases, in a problem‐based learning module in general practice
Author(s) -
Dammers Jane,
Spencer John,
Thomas Malcolm
Publication year - 2001
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/j.1365-2923.2001.00841.x
Subject(s) - problem based learning , presentation (obstetrics) , curriculum , medical education , value (mathematics) , general practice , computer science , mathematics education , psychology , medicine , pedagogy , family medicine , machine learning , surgery
Objectives To explore the feasibility and value of using real patients as trigger material in problem‐based learning (PBL). Design A questionnaire was given to all students participating in a PBL module including a question about ‘the added value of using real, as opposed to paper cases’, in problem‐based learning. Resources used by students and assessment of feasibility were recorded by the course tutors. Setting A 7‐week student‐selected problem‐based module in general practice in the fourth‐year undergraduate medical curriculum, University of Newcastle upon Tyne. Subjects 69 students participating in the module over 2 years. Results All students valued the use of real patients. A total of 10 categories were identified, all congruent with accepted educational principles for effective adult learning. Real patients stimulated the use of a very wide range of resources and imaginative presentation of what had been learned. Conclusion Real patients are potent trigger stimuli in problem‐based learning. The use of real patients in this general practice‐based module presented no organizational or ethical difficulties. Their use should be considered more widely.