Using real patients in problem-based learning: students' comments on the value of using real, as opposed to paper cases, in a problem-based learning module in general practice.
OBJECTIVE
To explore the feasibility and value of using real patients as trigger material in problem-based learning (PBL).


METHODS
A questionnaire was given to all students participating in a PBL module including a question about 'the added value of using real, as opposed to paper cases', in problem-based learning. Resources used by students and assessment of feasibility were recorded by the course tutors.


METHODS
A 7-week student-selected problem-based module in general practice in the fourth-year undergraduate medical curriculum, University of Newcastle upon Tyne.


METHODS
69 students participating in the module over 2 years.


RESULTS
All students valued the use of real patients. A total of 10 categories were identified, all congruent with accepted educational principles for effective adult learning. Real patients stimulated the use of a very wide range of resources and imaginative presentation of what had been learned.


CONCLUSIONS
Real patients are potent trigger stimuli in problem-based learning. The use of real patients in this general practice-based module presented no organizational or ethical difficulties. Their use should be considered more widely.
Dammers
J
J
Department of Primary Health Care, School of Health Sciences, The Medical School, Newcastle upon Tyne, UK.
Spencer
J
J
Thomas
M
M
D003479:Curriculum; D004504:Education, Medical, Undergraduate / Q000379:methods*; D004521:Educational Measurement; D004739:England; D005194:Family Practice / Q000193:education*; D005240:Feasibility Studies; D006801:Humans; D010361:Patients; D018794:Problem-Based Learning / Q000379:methods*; D011795:Surveys and Questionnaires