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Using Video and Virtual Patients in Problem-Based Learning: a Scoping Review

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Abstract

Problem presentation in problem-based learning can include the use of videos and interactive virtual patients. This review scopes the literature for this variation and what benefits or pitfalls there may be to their use. Themes indicate that videos and virtual patients may better prepare students for future difficult clinical interactions, while also increasing authenticity and memorability of cases. Findings are more inconsistent in determining whether they lead to clear knowledge or critical thinking gains. Despite inconsistent data, in an age where the use of technology is inevitable, the findings of this scoping review can inform future practice and guide innovation.

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Authors and Affiliations

  1. Pennsylvania State University College of Medicine, Hershey, PA, USA

    Nicholas Noverati, Gillian R. Naro & Ryan J. Fischer

  2. Department of Medicine and Woodward Center for Excellence in Health Sciences Education, Hershey, PA, USA

    Britta M. Thompson

Authors
  1. Nicholas Noverati
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  2. Gillian R. Naro
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  3. Ryan J. Fischer
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  4. Britta M. Thompson
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Correspondence to Nicholas Noverati.

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Glossary

Scoping review

a research approach that aims to “map the literature on a particular topic or research area and provide an opportunity to identify key concepts; gaps in the research; and types and sources of evidence to inform practice, policymaking, and research” [33].

Triggers

means of problem presentation within problem-based learning [13].

Virtual patients (VPs)

“interactive computer simulation of real-life clinical scenarios for the purpose of healthcare and medical training, education, or assessment” [21].

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Noverati, N., R. Naro, G., J. Fischer, R. et al. Using Video and Virtual Patients in Problem-Based Learning: a Scoping Review. Med.Sci.Educ. 30, 1685–1691 (2020). https://doi.org/10.1007/s40670-020-01108-7

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