IJME - Problem-based learning using patient-simulated videos showing daily life for a comprehensive clinical approach

Table 1. Fifth-year medical students’ target achievement rates, based on the 5-point Likert scale, about video- and paper-based PBL, Chiba University Hospital in 2014 (N=108)

Questionnaire (5-point Likert scale)	PBL	25^th*	Median	75^th**	p value
1. Structure of knowledge for use in clinical contexts^†	Video	4	4	5	0.365
1. Structure of knowledge for use in clinical contexts^†	Paper	4	4	5	0.365
2. Development of an effective clinical reasoning process^†	Video	4	4	5	0.042
2. Development of an effective clinical reasoning process^†	Paper	4	4	5	0.042
3. Development of effective self-directed learning skills^†	Video	4	4	4	0.78
3. Development of effective self-directed learning skills^†	Paper	4	4	4	0.78
4. Provision of encouragement and motivation for learning^†	Video	4	5	5	0.416
4. Provision of encouragement and motivation for learning^†	Paper	4	4	5	0.416
5. Development of team skills^†	Video	4	4	5	0.506
5. Development of team skills^†	Paper	4	4	4	0.506
6. Imagining the authentic patient^†	Video	4	4	5	0.001
6. Imagining the authentic patient^†	Paper	3	4	4	0.001
7. Incorporating a comprehensive approach including psychosocial aspects^†	Video	4	4	4	<0.001
	Paper	3	4	4	<0.001
8. Satisfaction with the session^‡	Video	4	5	5	0.001
8. Satisfaction with the session^‡	Paper	4	4	5	0.001

*25th percentile; **75th percentile; †Scale ratings: 1=poor, 2=not very good, 3=neutral, 4=somewhat good, 5=very good; ‡Scale ratings:1=very dissatisfied, 2=dissatisfied, 3=neither satisfied nor dissatisfied, 4=satisfied, 5=very satisfied.

Int J Med Educ. 2017; 8:70-76; doi: 10.5116/ijme.589f.6ef0