Advantages of video trigger in problem-based learning

Lap Ki Chanabg, Nivritti G. Patilach, Julie Y. Chenadi, Jamie C. M. Lamej, Chak S. Laufk & Mary S. M. Ipad*la Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, Chinab Department of Anatomyc Department of Surgeryd Department of Medicinee Department of Medicine, Queen Mary Hospital, Hong Kong, Chinaf Division of Medicine and Therapeutics, Ninewells Hospital and Medical School, University of Dundee, Dundee, UKg LAP KI CHAN is an assistant dean in education and associate professor in the Institute of Medical and Health Sciences Education and the Department of Anatomy at the University of Hong Kong. He has a background in orthopaedics and physical anthropology.h NIVRITTI G. PATIL is an assistant dean in education, professor of Surgery and deputy director of the Institute of Medical and Health Sciences Education at the LKS Faculty of Medicine at the University of Hong Kong.i J. Y. CHEN is an assistant professor in the Institute of Medical and Health Sciences Education and the Department of Medicine (Family Medicine Unit) at the University of Hong Kong.j J. C. M. LAM is a medical officer in the Department of Medicine at Queen Mary Hospital, Hong Kong.k CHAK S. LAU is a professor and chair in Rheumatology in the Division of Medicine and Therapeutics, Ninewells Hospital and Medical School of the University of Dundee.l MARY S. M. Ip is associate dean in education, Mok Hing Yiu Professor in Respiratory Medicine, and director of the Institute of Medical and Health Sciences Education at the LKS Faculty of Medicine at the University of Hong Kong.* Correspondence: Mary S. M. Ip, Institute of Medical and Health Sciences Education, The University of Hong Kong, Faculty Office, 2/F, William MW Mong Block, 21 Sassoon Road, Pokfulam, Hong Kong SAR, China 852 28554455 852 2855 1143 msmip@hkucc.hku.hkBackground: Traditionally, paper cases are used as ‘triggers’ to stimulate learning in problem-based learning (PBL). However, video may be a better medium because it preserves the original language, encourages the active extraction of information, avoids depersonalization of patients and allows direct observation of clinical consultations. In short, it exposes the students to the complexity of actual clinical problems.Aim: The study aims to find out whether students and facilitators who are accustomed to paper cases would prefer video triggers or paper cases and the reasons for their preference.Method: After students and facilitators had completed a video PBL tutorial, their responses were measured by a structured questionnaire using a modified Likert scale.Results: A total of 257 students (92%) and 26 facilitators (100%) responded. The majority of students and facilitators considered that using video triggers could enhance the students’ observational powers and clinical reasoning, help them to integrate different information and better understand the cases and motivate them to learn. They found PBL using video triggers more interesting and preferred it to PBL using paper cases.Conclusion: Video triggers are preferred by both students and facilitators over paper cases in PBL.