@article{doi:10.5116/ijme.589f.6ef0, author = {Ikegami, A. and Ohira, Y. and Uehara, T. and Noda, K. and Suzuki, S. and Shikino, K. and Kajiwara, H. and Kondo, T. and Hirota, Y. and Ikusaka, M.}, title = {Problem-based learning using patient-simulated videos showing daily life for a comprehensive clinical approach}, journal = {Int J Med Educ}, volume = {8}, number = {}, pages = {70-76}, year = {2017}, doi = {10.5116/ijme.589f.6ef0}, URL = {http://www.ijme.net/archive/8/patient-simulated-videos-in-problem-based-learning/},eprint = {http://www.ijme.net/archive/8/patient-simulated-videos-in-problem-based-learning.pdf}, abstract = {Objectives: We examined whether problem-based learning tutorials using patient-simulated videos showing daily life are more practical for clinical learning, compared with traditional paper-based problem-based learning, for the consideration rate of psychosocial issues and the recall rate for experienced learning. Methods: Twenty-two groups with 120 fifth-year students were each assigned paper-based problem-based learning and video-based problem-based learning using patient-simulated videos. We compared target achievement rates in questionnaires using the Wilcoxon signed-rank test and discussion contents diversity using the Mann-Whitney U test. A follow-up survey used a chi-square test to measure students’ recall of cases in three categories: video, paper, and non-experienced. Results: Video-based problem-based learning displayed significantly higher achievement rates for imagining authentic patients (p=0.001), incorporating a comprehensive approach including psychosocial aspects (p<0.001), and satisfaction with sessions (p=0.001). No significant differences existed in the discussion contents diversity regarding the International Classification of Primary Care Second Edition codes and chapter types or in the rate of psychological codes. In a follow-up survey comparing video and paper groups to non-experienced groups, the rates were higher for video (χ=24.319, p<0.001) and paper (χ=11.134, p=0.001). Although the video rate tended to be higher than the paper rate, no significant difference was found between the two. Conclusions: Patient-simulated videos showing daily life facilitate imagining true patients and support a comprehensive approach that fosters better memory. The clinical patient-simulated video method is more practical and clinical problem-based tutorials can be implemented if we create patient-simulated videos for each symptom as teaching materials. }, }