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Perceptions of Video Scenarios to Learn Human Pathophysiology Among Undergraduate Science Students

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Abstract

Pathophysiology describes and explains the physiological dysfunctions that occur in human diseases. Pathophysiology is content heavy, often leading to medical/biomedical science students adopting a surface approach to learning. To encourage more engagement, we developed clinical simulation practical classes using manikin patients. Students considered these were more effective than paper-based case studies. However, they found the first encounter with the manikins daunting. In addition, they did not have a strong sense of responsibility towards the outcome of their treatment choices largely because they recognized this as a simulated experience. Video is a powerful teaching tool to demonstrate situations that are difficult to explain in words, to see theory applied to practice or create enthusiasm and confidence in the viewer regarding the use of new practices. In this study, we evaluated the effectiveness of exposure to a video scenario, in which a high-fidelity manikin was used as the ‘patient’, before the students’ own interactions with the manikin in later classes. Survey results suggested that the students felt more engaged with the case study. They felt the video helped them appreciate aspects of clinical communication and prepare for their time in the simulation laboratory interacting with the manikin. They saw the video as a useful addition to the written case study notes. Their criticisms were mainly around the production quality. This study supports the use of video scenarios as a valuable adjunct to the teaching of pathophysiology to medical/biomedical science students when using either paper- or simulation-based case studies.

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Acknowledgments

The authors thank: Prof Brian Oliver and Ms. Laura Lo for acting in the video; Ms. Renuka Chalk for producing the video; the simulation technician Mr. Michael Cabauatan from the Faculty of Health, University of Technology Sydney for being the ‘patients’ voice; A/Prof Michelle Kelly for inspiring us to carry out this initiative; and the laboratory staff of the Faculty of Health, University of Technology Sydney for managing the requirements of this initiative.

Funding

This work received financial support from the Associate Dean of Teaching and Learning, Faculty of Science, University of Technology Sydney.

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Authors and Affiliations

  1. School of Life Sciences, Faculty of Science, University of Technology Sydney, Sydney, 2007, NSW, Australia

    Hui Chen & David van Reyk

  2. Faculty of Health, University of Technology Sydney, Sydney, 2007, NSW, Australia

    Tamara Power & Carolyn Hayes

  3. The Royal Australia and New Zealand College of Ophthalmologist, RANZCO, Sydney, 2010, NSW, Australia

    Jorge Reyna

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  1. Hui Chen
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  2. Tamara Power
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  3. Carolyn Hayes
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  4. Jorge Reyna
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  5. David van Reyk
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Correspondence to Hui Chen.

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Chen, H., Power, T., Hayes, C. et al. Perceptions of Video Scenarios to Learn Human Pathophysiology Among Undergraduate Science Students. J Sci Educ Technol 29, 597–604 (2020). https://doi.org/10.1007/s10956-020-09839-3

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  • DOI: https://doi.org/10.1007/s10956-020-09839-3

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