Comparison of text and video cases in a postgraduate problem-based learning format.

Objective 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. Subjects Paediatric residents. Setting Department of Paediatrics, Århus University Hospital, Skejby, Denmark. Methods 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. Results The verbal interaction showed statistically significant improvements in data exploration, theory building and theory evaluation after the video case. Conclusions 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. [ABSTRACT FROM AUTHOR]