Journal article 256 views 31 downloads
The effect of different patient-based learning models on student perceptions of empathy, engagement, knowledge, and learning experience
Medical Teacher, Pages: 1 - 8
Swansea University Authors:
LUKE LEIGH, Zi Hong Mok
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© 2024 The Author(s). This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License.
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DOI (Published version): 10.1080/0142159x.2024.2337254
Abstract
BackgroundProblem-based learning is used widely in pharmacy and medical programmes, incorporating realistic patient scenarios into regular teaching as a way of linking theory to practice. Routine case-based learning lessons ranges from real patient involvement, scripted patient scenarios, digital si...
| Published in: | Medical Teacher |
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| ISSN: | 0142-159X 1466-187X |
| Published: |
Informa UK Limited
2024
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| Online Access: |
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| URI: | https://cronfa.swan.ac.uk/Record/cronfa66046 |
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| Abstract: |
BackgroundProblem-based learning is used widely in pharmacy and medical programmes, incorporating realistic patient scenarios into regular teaching as a way of linking theory to practice. Routine case-based learning lessons ranges from real patient involvement, scripted patient scenarios, digital simulations (avatars) as well as through media such as Zoom. The existing literature has explored the extensive benefits of using patients in clinical education, but fewer studies have directly compared the efficacy of each model as learning tools.AimTo compare student perceptions of patient-based learning models to elicit student empathy, increase engagement, improve knowledge, and enrich learning experience.MethodsA questionnaire was distributed to second-year pharmacy students in Swansea University to gather their perceptions on the nine different patient-based learning models in their routine teaching (SUMS RESC 2023-0011). Students were asked to rank their experience of the models explicitly against each other, based on the four pillars of (1) eliciting student empathy, (2) increasing engagement, (3) improving knowledge and (4) enriching the learning experience. Students were also asked to rate the significance of realism (i.e. knowing the patient demographics/having a visual representation of the patient) to their experience.ResultsAltogether, 31 student rankings of the nine learning models were weighted (9 = highest rank; 1 = lowest ranked). The data showed clear preferences for real-patient involvement over fictional cases, especially for eliciting empathy. Interestingly, scripted scenarios were rated highly for both engagement and learning experience only when avatars were involved, which suggests a role of animated visual representation of the patient in facilitating these outcomes.ConclusionWhilst it is useful to have multiple patient-based learning models, this study serves as a guide for educators in preparing case-based learning sessions for achieving the desired outcomes of any of the four pillars above. |
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| Keywords: |
Problem-based learning; case-based learning; simulation-based learning; patient-based learning models; avatars; realism; empathy |
| College: |
Faculty of Medicine, Health and Life Sciences |
| Funders: |
Swansea University |
| Start Page: |
1 |
| End Page: |
8 |