Balslev T, de Grave W S, Muijtjens A M M, Scherpbier A J J A
Arhus University Hospital, Skejby, Arhus, Denmark.
Med Educ. 2005 Nov;39(11):1086-92. doi: 10.1111/j.1365-2929.2005.02314.x.
To investigate whether adding a brief video case instead of an equivalent written text improves the cognitive and metacognitive processes (data exploration, theory building, theory evaluation and metareasoning) of residents in problem-based learning.
Paediatric residents.
Department of Paediatrics, Arhus University Hospital, Skejby, Denmark.
Eleven residents were each assigned to 1 of 2 groups. Both groups analysed an identical vignette of a patient case. Immediately after this, 1 group watched a 2.5-minute video recording and the other group read a description of the same video recording. The groups then reanalysed the case. Thinking processes were tapped by recording and analysing the verbal group interaction. The frequencies of clause categories were calculated and compared using chi-square tests.
The verbal interaction showed statistically significant improvements in data exploration, theory building and theory evaluation after the video case.
The greater improvement in clause frequency after the video case compared with the equivalent text suggests an improvement in data exploration, theory building and theory evaluation. The use of patient video recordings may be a valuable supplement to postgraduate paediatric training, particularly pertaining to movement disorders.
研究在基于问题的学习中，添加简短视频案例而非等效的书面文本是否能改善住院医师的认知和元认知过程（数据探索、理论构建、理论评估和元推理）。
儿科住院医师。
丹麦斯凯比奥胡斯大学医院儿科。
11名住院医师被分别分配到2组中的1组。两组分析相同的患者病例 vignette。在此之后，一组观看一段2.5分钟的视频记录，另一组阅读同一视频记录的文字描述。然后两组重新分析该病例。通过记录和分析小组的言语互动来挖掘思维过程。计算子句类别的频率，并使用卡方检验进行比较。
视频案例后，言语互动在数据探索、理论构建和理论评估方面有统计学上的显著改善。
与等效文本相比，视频案例后的子句频率有更大改善，表明数据探索、理论构建和理论评估有所改善。患者视频记录的使用可能是儿科研究生培训的宝贵补充，特别是与运动障碍相关的培训。
