![[object Object],[object Object],[object Object],Video case](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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- 1. Lap Ki Chan 1 , Jingyan Lu 2 , Mary Ip 1 , Amber Yip 1 1 Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, 2 Faculty of Education, The University of Hong Kong A comparison of the problem-based learning process in a video-triggered and a paper-triggered case
- 6. Problem Identification Results (Chan et al., in press)
- 7. Problem Description Results (Chan et al., in press)
- 8. Problem Description Problem Identification 25.47% 21.59% Results (Chan et al., in press)
- 9. 55.38 66.40% Results (Chan et al., in press)
- 12. Paper-based or Video-based Triggers for Medical PBL: Perspectives from Medical Education and Learning Sciences Jingyan Lu, Lap Ki Chan May 24 th , University's SRT Forum Sciences of Learning
- 15. Tutorial discourse SRT, Sciences of Learning, HKU, 2011
- 19. Thank you! lapki@hkucc.hku.hk, jingyan@hku.hk
Notas del editor
- but I did not tell our concern
- so the total amount of time spent in problem identification and description is actually less in video the opposite of what one might expect transcripts units in problem exploration is higher in the video the problems presented in a video-triggered case are less well defined, students may need to spend a larger part of their discussion on the first two stages of critical thinking in PBL (problem identification and description), and less on the later stages. The results of this study do not support this hypothesis. but the more general conclusion is that many innovations are exciting seeing new PBL species is exciting but the fact that a new species exist, like the video trigger PBL just shown to you, does not necessarily mean that it is a good PBL method these new PBL species, new innovations, come into existence before being tested and shown to be viable and useful but evidence / studies are needed, to show which ones are good