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The effect of different patient-based learning models on student perceptions of empathy, engagement, knowledge, and learning experience

LUKE LEIGH, Zi Hong Mok Orcid Logo

Medical Teacher, Pages: 1 - 8

Swansea University Authors: LUKE LEIGH, Zi Hong Mok Orcid Logo

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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...

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Published in: Medical Teacher
ISSN: 0142-159X 1466-187X
Published: Informa UK Limited 2024
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URI: https://cronfa.swan.ac.uk/Record/cronfa66046
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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.</abstract><type>Journal Article</type><journal>Medical Teacher</journal><volume>0</volume><journalNumber/><paginationStart>1</paginationStart><paginationEnd>8</paginationEnd><publisher>Informa UK Limited</publisher><placeOfPublication/><isbnPrint/><isbnElectronic/><issnPrint>0142-159X</issnPrint><issnElectronic>1466-187X</issnElectronic><keywords>Problem-based learning; case-based learning; simulation-based learning; patient-based learning models; avatars; realism; empathy</keywords><publishedDay>12</publishedDay><publishedMonth>4</publishedMonth><publishedYear>2024</publishedYear><publishedDate>2024-04-12</publishedDate><doi>10.1080/0142159x.2024.2337254</doi><url/><notes/><college>COLLEGE NANME</college><CollegeCode>COLLEGE CODE</CollegeCode><institution>Swansea University</institution><apcterm>SU Library paid the OA fee (TA Institutional Deal)</apcterm><funders>Swansea University</funders><projectreference/><lastEdited>2024-06-26T17:11:53.2523558</lastEdited><Created>2024-04-11T23:21:17.2856862</Created><path><level id="1">Faculty of Medicine, Health and Life Sciences</level><level id="2">Swansea University Medical School - Pharmacy</level></path><authors><author><firstname>LUKE</firstname><surname>LEIGH</surname><order>1</order></author><author><firstname>Zi Hong</firstname><surname>Mok</surname><orcid>0000-0002-1231-5048</orcid><order>2</order></author></authors><documents><document><filename>66046__30764__7ee2880846674512a671ff7eff3feeac.pdf</filename><originalFilename>66046.VoR.pdf</originalFilename><uploaded>2024-06-26T17:06:10.1399322</uploaded><type>Output</type><contentLength>1921836</contentLength><contentType>application/pdf</contentType><version>Version of Record</version><cronfaStatus>true</cronfaStatus><documentNotes>© 2024 The Author(s). 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spelling v2 66046 2024-04-11 The effect of different patient-based learning models on student perceptions of empathy, engagement, knowledge, and learning experience 9eba6451fc7be9a7d39ec6a279820064 LUKE LEIGH LUKE LEIGH true false 4a0b8a58c748d6a2c87a54f263f4d397 0000-0002-1231-5048 Zi Hong Mok Zi Hong Mok true false 2024-04-11 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. Journal Article Medical Teacher 0 1 8 Informa UK Limited 0142-159X 1466-187X Problem-based learning; case-based learning; simulation-based learning; patient-based learning models; avatars; realism; empathy 12 4 2024 2024-04-12 10.1080/0142159x.2024.2337254 COLLEGE NANME COLLEGE CODE Swansea University SU Library paid the OA fee (TA Institutional Deal) Swansea University 2024-06-26T17:11:53.2523558 2024-04-11T23:21:17.2856862 Faculty of Medicine, Health and Life Sciences Swansea University Medical School - Pharmacy LUKE LEIGH 1 Zi Hong Mok 0000-0002-1231-5048 2 66046__30764__7ee2880846674512a671ff7eff3feeac.pdf 66046.VoR.pdf 2024-06-26T17:06:10.1399322 Output 1921836 application/pdf Version of Record true © 2024 The Author(s). This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License. true eng http://creativecommons.org/licenses/by-nc-nd/4.0/
title The effect of different patient-based learning models on student perceptions of empathy, engagement, knowledge, and learning experience
spellingShingle The effect of different patient-based learning models on student perceptions of empathy, engagement, knowledge, and learning experience
LUKE LEIGH
Zi Hong Mok
title_short The effect of different patient-based learning models on student perceptions of empathy, engagement, knowledge, and learning experience
title_full The effect of different patient-based learning models on student perceptions of empathy, engagement, knowledge, and learning experience
title_fullStr The effect of different patient-based learning models on student perceptions of empathy, engagement, knowledge, and learning experience
title_full_unstemmed The effect of different patient-based learning models on student perceptions of empathy, engagement, knowledge, and learning experience
title_sort The effect of different patient-based learning models on student perceptions of empathy, engagement, knowledge, and learning experience
author_id_str_mv 9eba6451fc7be9a7d39ec6a279820064
4a0b8a58c748d6a2c87a54f263f4d397
author_id_fullname_str_mv 9eba6451fc7be9a7d39ec6a279820064_***_LUKE LEIGH
4a0b8a58c748d6a2c87a54f263f4d397_***_Zi Hong Mok
author LUKE LEIGH
Zi Hong Mok
author2 LUKE LEIGH
Zi Hong Mok
format Journal article
container_title Medical Teacher
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publishDate 2024
institution Swansea University
issn 0142-159X
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doi_str_mv 10.1080/0142159x.2024.2337254
publisher Informa UK Limited
college_str Faculty of Medicine, Health and Life Sciences
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hierarchy_top_id facultyofmedicinehealthandlifesciences
hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str Swansea University Medical School - Pharmacy{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}Swansea University Medical School - Pharmacy
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description 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.
published_date 2024-04-12T17:11:52Z
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