文章基本信息

标题：Experience with Using Multiple Types of Visual Educational Tools during Problem-Based Learning
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作者：Bong Jin Kang
期刊名称：Korean Journal of Medical Education
印刷版ISSN：2005-727X
电子版ISSN：2005-7288
出版年度：2012
卷号：24
期号：2
DOI：10.3946/kjme.2012.24.2.127
语种：English
出版社：Korean Society of Medical Education
摘要：Purpose:This study describes the experience of using multiple types of visual educational tools in the setting of problem-based learning (PBL). The author intends to demonstrate their roles in diverse and efficient ways of clinical reasoning and problem solving. Methods:Visual educational tools were introduced in a lecture that included their various types,possible benefits,and some examples. Each group made one mechanistic case diagram per week,and each student designed one diagnostic schema or therapeutic algorithm per week,based on their learning issues. The students were also told to provide commentary,which was intended to give insights into their truthfulness. Subsequently,the author administered a questionnaire about the usefulness and weakness of visual educational tools and the difficulties with performing the work. Also,the qualities of the products were assessed by the author. Results:There were many complaints about the adequacy of the introduction of visual educational tools,also revealed by the many initial inappropriate types of products. However,the exercise presentation in the first week improved the level of understanding regarding their purposes and the method of design. In general,students agreed on the benefits of their help in providing a deep understanding of the cases and the possibility of solving clinical problems efficiently. The commentary was helpful in evaluating the truthfulness of their efforts. Students gave suggestions for increasing the percentage of their scores,considering the efforts. Conclusion:Using multiple types of visual educational tools during PBL can be useful in understanding the diverse routes of clinical reasoning and clinical features.
关键词：Visual educational tools;Problem-based learning;Mechanistic case diagramming;Diagnostic schema;Therapeutic algorithm