Visualization tool-supported problem-based learning in clinical diagnostic expertise development

Abstract

Objective In problem-based learning, students are often found difficult to con- struct medical knowledge systematically and transfer knowledge to solve new problems. In face of this challenge, this study aims to investigate the effect of visualization tool-supported online problem-based learning on medical students＇ clinical diagnostic expertise development. Methods A controlled study was conducted and 52 medical students were randomly assigned into experimental group （using visual- ization tool-supported online PBL environment for learning） and control group （using online PBL envi- ronment for learning without visualization tool support）. Participants were asked to complete the diag- nostic analysis of three kidney problems according to the requirements of the learning environments and to provide feedback of online learning experience afterwards. Paired-sample t test and one-way analysis of vonriance were used to analyze both group＇s case 1 and case 3 on line learing scores. Results The results revealed that the experimental group had significant improvement in online learning performance [case 1：（1.47 ± 0.54）, case 3：（2.14 ±0.55）, P=0.015], while the control group had no significant improvement [case 1：（1.57 ± 0.67）, case 3：（1.66 ± 0.49）, P=0.234]. Early performance of online learning and group factor had interative effects （F=7.266, P =0.013）. Conclusions The findings suggest that visualization tool-supported online PBL environment can facilitate medical student clinical diagnostic expertise development effectively.