Many schools have an expressed an
interest in using the Internet as a
vehicle to conduct problem-based learning (PBL),
although opinions regarding the criteria for
online PBL are as varied as methods of its
standard implementation.
A team at the University of Colorado
developed a system which employs a
CD-ROM/Web hybrid method. This met our
need to provide guided design digital video
cases which serve as a stimulus for learning
with asynchronous case discussions to
students at remote clinical sites.
Designated as Project L.I.V.E., this series
of cases features progressive disclosure
with digital video of patient/physician
encounters from a CD-ROM. Links take
students to a form in which they enter what
they know about the case, their hypotheses,
and their learning issues. Groups of
4-5 students and a faculty facilitator
discuss the case, teaching each other within
the discussion section. Project
L.I.V.E. remains faithful to the essential
tenets of PBL.
In this presentation, video examples from
Project L.I.V.E. were used to define
“virtual” PBL and differentiated it from
other case-based teaching methods on the
Internet. This was followed by a
closer examination of the roles of the
facilitator, case modalities, and student
needs. A summary of this discussion is
provided.
Facilitators. Our experience
has taught us that online facilitators must
actively establish a presence.1
Scheduled asynchronous sessions with a
timeline for completing portions of a case
and doing self-study are important. A
facilitator should use student names and
refer to their postings when synthesizing
and re-focusing the discussion.
Cases. Cases provide the
stimulus for the group discussion. We
have chosen to use guided design cases that
are presented in video forcing students to
interpret what they see. Besides
providing an authentic experience for
students, video allows the modeling of
professional behavior in difficult patient
encounters, the demonstration of procedures,
and the sharing of images or sounds (lung
sounds). We have found that video
stimulates deeper discussions than text
cases.2 Studies are
underway investigating its effect on
retention and changing student attitudes.
Students. Focus groups3
and ongoing evaluation surveys have provided
useful information regarding what students
want from a virtual PBL experience. We
have used PBL in the clinical years.
Perhaps because of this they have told us
that the cases must feel authentic, and
video appears to accomplish this task.
Students enjoy collaboration with their
peers guided by a clinical
facilitator. This allows them to have
a discussion at their level and receive
feedback and guidance in clinical
reasoning. Students are not patient
with computer “glitches” and need to
have technical support readily available.
In this one hour IAMSE Webcast Audio
Seminar, Dr. Kamin described the advantages
and pitfalls of virtual PBL. She
discussed the lessons learned from 6 years
of experience in conducting online PBL with
digital video cases and in working with
eight other medical school campuses in its
dissemination.
1. Kamin, C.S., O'Sullivan, P.,
Deterding, R. and Younger, M.
2004. Teaching Presence and Virtual
PBL. A Case Study of Teaching Presence in
Virtual Problem-Based Learning Groups.
Presented at the American Educational
Research Association 2004 Annual Meeting,
San Diego, California
2. Kamin, C.S., O'Sullivan, P.,
Deterding, R. and Younger, M.
2003. A comparison of Critical
Thinking in Groups of Third-Year Medical
Students in Text, Video, and Virtual PBL
Case Modalities. Academic Medicine
78(2): 204-211
3. Kamin, C.S., Deterding, R. and
Lowry, M. 2002. Student Perceptions
of a Virtual PBL Experience. Academic
Medicine 77(11): 1161-1162
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