teaching basic science with interactive images during pbl

Susan Cymbor, M.D.,* Neil Mehta, M.D., M.S., Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, OH, 44195 U.S.A.

Purpose

The premise of problem-based learning is based on recalling information during an examination or real patient encounter that mimics the original problem.  Images convey information better in certain situations. Our students mostly belong to generation Y who must be engaged to retain knowledge, need course work that is relevant to their future careers, believe they can use technology better than their teachers, and value interactive venues of learning.

Methods

The PBL director and casewriter collaborate to decide when to include images. Most images are “interactive.” Our web-based curriculum allows the students to view the image and then “click” on the image to reveal arrows that point to learning issues.  The second “click” reveals the answers to the arrows.  When there is an abnormal image then a normal image is also included.

Most commonly histology slides are used in the cases.  However, anatomy concepts are illustrated with pictures, radiographs, computer tomographs and MRI images.

Results

During feedback sessions, the students call for more images in their cases whereas the facilitators are hesitant to confirm the need for more images.

Conclusion

Since PBL lays the groundwork to allow students to recall information based on a clinical scenario they will encounter in the future, we suggest images are just another venue by which to enhance basic science learning.