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

Education, Medical Clinical Trial

Official title:
A Randomized Crossover Study to Compare the Critical Thinking of Medical Students When Using Video-based or Written Cases

Clinical Trial Summary

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

Clinical Trial 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 Design

Allocation: Randomized, Endpoint Classification: Efficacy Study, Intervention Model: Crossover Assignment, Masking: Open Label, Primary Purpose: Health Services Research

Related Conditions & MeSH terms

Clinical Trial Details
NCT number NCT01286025
Study type Interventional
Source Harvard University Faculty of Medicine
Contact
Status Completed
Phase N/A
Start date February 2008
Completion date February 2009
View Details
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