Video Introduction for a PBL Case of Autoimmune Thrombocytopenic Purpura
Video Introduction for a PBL Case of Autoimmune Thrombocytopenic Purpura
Blog Article
Abstract Problem-based learning (PBL) cases are typically sparse lines of information dispensed in steps.Students do not get a real impression of the patient, and do not have an opportunity to practice note-taking skills during a clinical interview.Our goal is to present a more realistic way to begin a PBL case where these deficiencies could be minimized.A video of a physician and a medical student taking a history and examining a standardized patient was made.
Realistic lower leg petechiae and arm bruises were applied to the standardized patient with cosmetic makeup to mimic autoimmune thrombocytopenia.The camera zooms to provide a clear view of the petechiae and bruising.Pauses are built Hoover WDWFT 4138AH-80 13kg Washer 8kg Dryer A rated 1400rpm White into the video when students need to generate and revise hypotheses.The video is 20 minutes long, not counting the pauses.
The first segment shows the physician and student taking the history.The second segment shows the student reporting physical findings (from an off-camera exam) and shows the physician doing the remainder of the exam (on-camera).Following this segment, the physician and student are shown as they discuss the patient, and the medical student developing a differential.Following the video, the laboratory findings, MAHOGANY PWD treatment and learning objectives of the case are presented on paper as usual in the PBL session.
The submission includes the video and the paper version of the labs and remainder of the case.Signed releases from everyone in the video have been obtained.The video was used for 10 groups of year 2 medical students during the hematology course in the last academic year.Students had not had experience with this type of PBL case previously, so it was a novel experience for them and for the facilitators as well.
Instructions were provided for the facilitators.We had students fill out a free text survey evaluation of the experience and the comments we received were overwhelmingly positive.One caveat however, was that it does take a little longer at the beginning of a session and that students felt that they would not like to have a video before every PBL case for that reason.We intend to create more of these experiences and continue to use this one, based on student feedback about the experience.