1400 lap kichan_videotriggers_1
DESCRIPTION
TRANSCRIPT
![Page 1: 1400 lap kichan_videotriggers_1](https://reader033.vdocuments.net/reader033/viewer/2022061216/54b39e7f4a7959044d8b4594/html5/thumbnails/1.jpg)
Lap Ki Chan1 , Jingyan Lu2, Mary Ip1, Amber Yip1
1 Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine,
2Faculty of Education, The University of Hong Kong
A comparison of the problem-based learning process in
a video-triggered and a paper-triggered case
![Page 2: 1400 lap kichan_videotriggers_1](https://reader033.vdocuments.net/reader033/viewer/2022061216/54b39e7f4a7959044d8b4594/html5/thumbnails/2.jpg)
-more realistic-avoid depersonalization-easy to use
Video case
![Page 3: 1400 lap kichan_videotriggers_1](https://reader033.vdocuments.net/reader033/viewer/2022061216/54b39e7f4a7959044d8b4594/html5/thumbnails/3.jpg)
-Will junior medical students focus on history taking and physical examination in the video?
-Will they be distracted from the problem-solving?
Possible problems
![Page 4: 1400 lap kichan_videotriggers_1](https://reader033.vdocuments.net/reader033/viewer/2022061216/54b39e7f4a7959044d8b4594/html5/thumbnails/4.jpg)
-eleven second year medical students-one facilitator
-2x2 hr: one paper case (knee degeneration)-2x2 hr: one video case (lumbar spine degeneration)
-sessions recorded-transcribed
Methods
![Page 5: 1400 lap kichan_videotriggers_1](https://reader033.vdocuments.net/reader033/viewer/2022061216/54b39e7f4a7959044d8b4594/html5/thumbnails/5.jpg)
-coding: 5 stages of critical thinking (Kamin et al. 2001, 2003)
Will junior medical students focus on these 2 stages?
Methods
![Page 6: 1400 lap kichan_videotriggers_1](https://reader033.vdocuments.net/reader033/viewer/2022061216/54b39e7f4a7959044d8b4594/html5/thumbnails/6.jpg)
Problem Identification
Results
(Chan et al., in press)
![Page 7: 1400 lap kichan_videotriggers_1](https://reader033.vdocuments.net/reader033/viewer/2022061216/54b39e7f4a7959044d8b4594/html5/thumbnails/7.jpg)
Problem Description
Results
(Chan et al., in press)
![Page 8: 1400 lap kichan_videotriggers_1](https://reader033.vdocuments.net/reader033/viewer/2022061216/54b39e7f4a7959044d8b4594/html5/thumbnails/8.jpg)
Problem Description
Problem Identification
25.47% 21.59%Results
(Chan et al., in press)
![Page 9: 1400 lap kichan_videotriggers_1](https://reader033.vdocuments.net/reader033/viewer/2022061216/54b39e7f4a7959044d8b4594/html5/thumbnails/9.jpg)
55.38 66.40%
Results
(Chan et al., in press)
![Page 10: 1400 lap kichan_videotriggers_1](https://reader033.vdocuments.net/reader033/viewer/2022061216/54b39e7f4a7959044d8b4594/html5/thumbnails/10.jpg)
-students are not distracted into spending more time in problem identification and description in video-triggered PBL case
Conclusion
![Page 11: 1400 lap kichan_videotriggers_1](https://reader033.vdocuments.net/reader033/viewer/2022061216/54b39e7f4a7959044d8b4594/html5/thumbnails/11.jpg)
Chan LK, Lu J, Ip MSM, Yip ALM. (in press). Effects of video triggers on the PBL process. In Bridges S, McGrath C, Whitehill T (editors): Researching problem-based learning in clinical education: The next generation. Springer. p. 163-175.
![Page 12: 1400 lap kichan_videotriggers_1](https://reader033.vdocuments.net/reader033/viewer/2022061216/54b39e7f4a7959044d8b4594/html5/thumbnails/12.jpg)
Paper-based or Video-based Triggers for Medical PBL: Perspectives
from Medical Education and Learning Sciences
Jingyan Lu, Lap Ki Chan
May 24th, University's SRT Forum Sciences of Learning
12
![Page 13: 1400 lap kichan_videotriggers_1](https://reader033.vdocuments.net/reader033/viewer/2022061216/54b39e7f4a7959044d8b4594/html5/thumbnails/13.jpg)
Implication of the study
Taking scientific perspectives of learning understanding the synergy of teaching, learning and technology
SRT, Sciences of Learning, HKU, 2011
13
![Page 14: 1400 lap kichan_videotriggers_1](https://reader033.vdocuments.net/reader033/viewer/2022061216/54b39e7f4a7959044d8b4594/html5/thumbnails/14.jpg)
How do we measure learning
• PBL perspectives (Holistic perspective)– 5 stages of Critical thinking in PBL
• Argumentation (students pursuing for knowledge)– Questioning– Show different opinions– Proving theories with evidence and explanations
• Scaffolding– Roles of the facilitator– Roles of technology
SRT, Sciences of Learning, HKU, 2011
14
![Page 15: 1400 lap kichan_videotriggers_1](https://reader033.vdocuments.net/reader033/viewer/2022061216/54b39e7f4a7959044d8b4594/html5/thumbnails/15.jpg)
Tutorial discourse
SRT, Sciences of Learning, HKU, 2011
15
![Page 16: 1400 lap kichan_videotriggers_1](https://reader033.vdocuments.net/reader033/viewer/2022061216/54b39e7f4a7959044d8b4594/html5/thumbnails/16.jpg)
Questions asked
By tutor By students
SRT, Sciences of Learning, HKU, 2011
16
![Page 17: 1400 lap kichan_videotriggers_1](https://reader033.vdocuments.net/reader033/viewer/2022061216/54b39e7f4a7959044d8b4594/html5/thumbnails/17.jpg)
Argumentation process
Justification Claim
SRT, Sciences of Learning, HKU, 2011
17
![Page 18: 1400 lap kichan_videotriggers_1](https://reader033.vdocuments.net/reader033/viewer/2022061216/54b39e7f4a7959044d8b4594/html5/thumbnails/18.jpg)
How can we promote better learning and teaching
• How to facilitate critical thinking during PBL
• How to develop argumentative reasoning?
• What to scaffold– Content knowledge– Reasoning– Communication?
• How to scaffold
SRT, Sciences of Learning, HKU, 2011
18