Comparing the Effect of Video-cases and Text-cases on Medical Students' Learning in Tutorial

Overview

This study is designed to examine how the type of learning case affects the thinking of medical students in tutorial

Tutorials at Harvard Medical School use problem-based learning with written cases. Students work in groups under the supervision of a tutor who guides their exploration of the material. As students progress through the curriculum there is an opportunity to advance the complexity of the material they are presented with. Video-based patient case studies have been shown to improve critical thinking ratios in paediatric medical student problem-based learning exercises, and time spent on data exploration, theory building and theory evaluation in postgraduate residency programs. We hypothesize that video provides a stimulus that improves cognitive processing and critical thinking among medical students, as compared to working from the text-based transcript of the same case.

Conditions

Interventions

Eligibility

Locations (1)

Outcomes