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Comparing the Effect of Video-cases and Text-cases on Medical Students' Learning in Tutorial

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ClinicalTrials.gov Identifier: NCT01286025
Recruitment Status : Completed
First Posted : January 31, 2011
Last Update Posted : January 31, 2011
Sponsor:
Information provided by:
Harvard University Faculty of Medicine

Brief Summary:
This study is designed to examine how the type of learning case affects the thinking of medical students in tutorial

Condition or disease Intervention/treatment Phase
Education, Medical Education, Medical, Undergraduate Problem-based Learning Problem Solving Interactive Tutorial Behavioral: video case modality Behavioral: Text case modality Not Applicable

Detailed Description:
Tutorials at Harvard Medical School use problem-based learning with written cases. Students work in groups under the supervision of a tutor who guides their exploration of the material. As students progress through the curriculum there is an opportunity to advance the complexity of the material they are presented with. Video-based patient case studies have been shown to improve critical thinking ratios in paediatric medical student problem-based learning exercises, and time spent on data exploration, theory building and theory evaluation in postgraduate residency programs. We hypothesize that video provides a stimulus that improves cognitive processing and critical thinking among medical students, as compared to working from the text-based transcript of the same case.

Study Type : Interventional  (Clinical Trial)
Actual Enrollment : 28 participants
Allocation: Randomized
Intervention Model: Crossover Assignment
Masking: None (Open Label)
Primary Purpose: Health Services Research
Official Title: A Randomized Crossover Study to Compare the Critical Thinking of Medical Students When Using Video-based or Written Cases
Study Start Date : February 2008
Actual Primary Completion Date : February 2009
Actual Study Completion Date : February 2009

Arm Intervention/treatment
Active Comparator: Video modality Behavioral: video case modality
Patients whose case histories are pathophysiologically illustrative will be recruited, and interviewed on video. Their stories will be edited and divided into sections, and combined with the patient's laboratory, imaging, and pathological reports when appropriate
Active Comparator: Text modality Behavioral: Text case modality
Patients whose case histories are pathophysiologically illustrative will be recruited, and interviewed on video. Their stories will be edited and divided into sections, and combined with the patient's laboratory, imaging, and pathological reports when appropriate. The transcript of these video-recordings will form the basis of the text-based case presentation modality.



Primary Outcome Measures :
  1. Overall ratio of deep to superficial thinking [ Time Frame: Four 90-minute tutorial sessions ]
    Depth of thinking will be evaluated using the method of Kamin et al. Transcription of each tutorial will be divided into utterances. Each utterance will be coded for depth of thinking (deep vs. superficial). The ratio of deep to superficial thinking by case modality will be reported.


Secondary Outcome Measures :
  1. Distribution of learning activities [ Time Frame: Four 90-min tutorial sessions ]
    Transcription of each tutorial will be divided into utterances. Each utterance will be coded by learning domain (identification, description, exploration, integration, and application. The distribution of domains by case modality will be reported.

  2. Preferences of students for each case modality [ Time Frame: 5 weeks ]
    Students will be surveyed regarding their preferences for video- vs. text-based case presentation modality using a Likert-scale

  3. Preferences of tutors for each case modality [ Time Frame: 5 weeks ]
    Tutors will be surveyed regarding their preferences for video- vs. text-based case presentation modality using a Likert-scale



Information from the National Library of Medicine

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Ages Eligible for Study:   18 Years to 65 Years   (Adult)
Sexes Eligible for Study:   All
Accepts Healthy Volunteers:   Yes
Criteria

Inclusion Criteria:

  • medical student participating in the endocrine and reproductive pathophysiology course at Harvard Medical School

Exclusion Criteria:


Information from the National Library of Medicine

To learn more about this study, you or your doctor may contact the study research staff using the contact information provided by the sponsor.

Please refer to this study by its ClinicalTrials.gov identifier (NCT number): NCT01286025


Locations
United States, Massachusetts
Harvard Medical School
Boston, Massachusetts, United States, 02115
Sponsors and Collaborators
Harvard University Faculty of Medicine
Investigators
Principal Investigator: Graham T McMahon, MD MMSc Harvard Medical School

Responsible Party: Graham T. McMahon MD MMSc, Harvard Medical School
ClinicalTrials.gov Identifier: NCT01286025     History of Changes
Other Study ID Numbers: M15700-101
First Posted: January 31, 2011    Key Record Dates
Last Update Posted: January 31, 2011
Last Verified: January 2011

Keywords provided by Harvard University Faculty of Medicine:
medical education
problem-based learning
interactive tutorial