从传统到转型:通过基于问题的虚拟学习为数字时代革新医学教育

IF 0.2 Q4 MEDICINE, GENERAL & INTERNAL
SaurabhRamBihariLal Shrivastava, PrateekSaurabh Shrivastava
{"title":"从传统到转型:通过基于问题的虚拟学习为数字时代革新医学教育","authors":"SaurabhRamBihariLal Shrivastava, PrateekSaurabh Shrivastava","doi":"10.4103/injms.injms_75_23","DOIUrl":null,"url":null,"abstract":"In the field of medical education delivery, problem-based learning (PBL) is an important teaching–learning method owing to the active engagement of students.[1] PBL plays a pivotal role in the making of a lifelong learner by cultivating the skill of self-directed learning, which in turn enables medical students to adapt to real-world professional challenges and thereby develop a mindset of continuous improvement.[1,2] Further, it also promotes interdisciplinary learning by encouraging students to establish linkage between different specialties, which in turn ensures a holistic understanding of complex medical issues.[3] Owing to the emergence of the coronavirus disease-2019 pandemic, different health-care institutions colleges resorted to virtual PBL and reported encouraging results.[4,5] VIRTUAL PROBLEM-BASED LEARNING Virtual PBL is an innovative pedagogical approach that merges the principles of PBL with the benefits of online and digital technologies.[6] In the current era, the utility and scope of virtual learning environments have significantly increased, as it gives a platform for teachers to engage students and provide them with interactive learning experiences.[6,7] Virtual PBL has the potential to expose students to authentic and real-world scenarios that essentially require active participation and collaboration.[7] This motivates medical students to work in virtual teams, and also apply their knowledge to come out with solutions to complex problems. Further, owing to the online discussions, virtual presentations, and asynchronous collaboration, students also acquire a wide range of skills, namely communication, teamwork, and self-directed learning, which are a must in the making of a competent healthcare professional.[5–7] DESIGNING AND IMPLEMENTING VIRTUAL PROBLEM-BASED LEARNING As educators, we must ensure the creation of an engaging and meaningful learning experience for medical students.[5,7] The process of design and implementation of virtual PBL in any institution depends on the successful execution of multiple steps.[8–13] The first and foremost step will be to select and formulate authentic problems (viz., relevant, realistic, and aligned with the learning objectives) that are crucial in the conduct of virtual PBL.[7,8] These problems must represent challenges prevailing in the real world, and their resolution must depend on critical thinking and problem-solving skills. The selection of such problems should be made by the facilitators after giving due consideration to the available resources and technological tools in the virtual learning environment.[7,8] The successful conduct of virtual PBL also depends on the making of virtual PBL groups and assigning specific roles and responsibilities to each member of the group.[9] It is quite essential that facilitators should acknowledge the strengths, backgrounds, and interests of the students, and then create groups of students, which will play a crucial role in the formation of a balanced group and enriching discussions.[10] At the same time, it is must that clear guidelines with regard to the etiquette to be followed, the responsibility of the group (including expectations), the timeline of various events, communication framework, etc., should be framed and informed to all the students.[9,11] In addition, we must also assign specific roles (such as leader, timekeeper, and recorder) for different members of the group to distribute work and promote better teamwork, and these roles should be changed in different virtual PBL sessions to give an opportunity to everyone.[2,3,11] We all know that the virtual collaboration tools (such as discussion boards and video conferencing) and platforms (such as video conferencing platforms, learning management systems, and instant messaging platforms) ultimately will define the extent of communication, information sharing, and collaboration between team members of each group.[10,12,13] These tools and platforms must be available to students for use both synchronously and asynchronously (to simulate face-to-face interactions in virtual settings).[11–13] However, to ensure that these tools and platforms are optimally utilized, it is must that facilitators as well as students should be trained to use them. Moreover, the effectiveness of virtual PBL will be determined by the effective integration of technology, and all options should be explored to ensure that the sessions remain engaging for students.[4,12,14] We must also give importance to the process of assessment and feedback delivery, as both are crucial aspects and components in the successful conduct of virtual PBL. The designed assessment should be in alignment with the learning objectives and must give opportunities for students to demonstrate their knowledge application and problem-solving skills. We can either decide on individual assignments (such as reflective writing, which also has the potential to minimize the chance of plagiarism) or group presentations, online quizzes, or even peer assessments. Further, it is critical that the assessment criteria are clear and communicated to students in advance to enable fair and consistent evaluation. In addition, it is very important that facilitators provide timely and constructive feedback to the students to aid in the learning process and academic progression. Further, it will be really good, if we leverage technology to streamline the assessment and feedback process by using online platforms for submission of assignments, grading, and providing feedback to the student.[10–14] MERITS ATTRIBUTED TO VIRTUAL PROBLEM-BASED LEARNING Similar to any other online model of learning, virtual PBL offers a wide range of benefits to all stakeholders.[4,6–8,15] To begin with, students from different geographical regions can participate in the learning sessions, thus providing an opportunity for students to indulge in interactive learning which might not be possible if they are unable to attend traditional face-to-face sessions.[4,6] Further, as students who participate in virtual PBL sessions can be from different backgrounds (including different nations), it becomes a wonderful opportunity for the medical students to collaborate, gain insights from other participants and learn from their experiences.[7,8] From the administrator’s perspective, this pedagogical method can prove to be cost-effective, as it minimizes the requirement for physical infrastructure, conveyance charges, and other logistics that are required for the conduct of conventional PBL.[6,7] At the same time, these virtual sessions give the option of flexibility to students, wherein they can plan their individual learning at their own pace, which is a very crucial aspect of adult learning.[4,5] This also becomes quite important in saving time for students, as they can also engage in fruitful and meaningful discussions asynchronously. In addition, this platform also acts as a medium for the students to focus on their individual learning needs.[4–6] In accordance with the merits attributed to traditional PBL sessions, even virtual PBL puts a strong emphasis on the active engagement of the students, wherein they acquire the skills of application of knowledge to problem-solving, critical thinking, and self-directed learning.[1–3,15] Moreover, the engagement can be further augmented by the inclusion of interactive multimedia and gamification elements, which also aids in motivating students to learn.[9,11,12] Further, as students can receive immediate feedback from their peers and facilitators, the learning becomes deep and long-term. As students get involved in virtual PBL, their overall digital literacy skills (viz., using online platforms, and digital resources) also develop and thus they prepare themselves for the essential needs of the digital era.[6,8] In continuation, students become more familiar with online libraries, databases, etc., which not only augments the range of information available for students but also prepares them for practicing evidence-based medicine. Furthermore, virtual PBL encourages medical students to indulge in online research, explore a wide range of learning resource materials, and learn the art of critically evaluating information. IDENTIFIED CHALLENGES AND POTENTIAL SOLUTIONS The adoption of virtual PBL in any medical institution is expected to have some resistance and is bound to have some challenges as well. These challenges could be from the student’s perspective (viz., reluctance, poor group dynamics, and social isolation), teacher’s perspective (viz., reluctance, lack of familiarity, fairness in evaluation.), administrator’s perspective (such as financial investment at the start, monitoring progress), or miscellaneous (like poor access, technological constraints, etc.).[4,5,16,17] We must respond to these identified challenges by implementing appropriate strategies, as this will aid in creating a more effective and supportive learning environment for students [Table 1].[4,6–9,11,12,14,16,17]Table 1: Identified challenges in virtual problem-based learning and the potential solutionsCONCLUSION The conduct of virtual PBL has been linked with multiple merits and opportunities for students to learn in the current era of the digital age. Virtual PBL has the potential to revolutionize education and enhance the quality of learning experiences for learners worldwide. It is the need of the hour to leverage the potential of virtual PBL and create engaging learning environments for students to empower them to acquire essential skills and competencies. Financial support and sponsorship None. Conflicts of interest There are no conflicts of interest.","PeriodicalId":43811,"journal":{"name":"Indian Journal of Medical Specialities","volume":null,"pages":null},"PeriodicalIF":0.2000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"From tradition to transformation: Revolutionizing medical education for the digital age through virtual problem-based learning\",\"authors\":\"SaurabhRamBihariLal Shrivastava, PrateekSaurabh Shrivastava\",\"doi\":\"10.4103/injms.injms_75_23\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In the field of medical education delivery, problem-based learning (PBL) is an important teaching–learning method owing to the active engagement of students.[1] PBL plays a pivotal role in the making of a lifelong learner by cultivating the skill of self-directed learning, which in turn enables medical students to adapt to real-world professional challenges and thereby develop a mindset of continuous improvement.[1,2] Further, it also promotes interdisciplinary learning by encouraging students to establish linkage between different specialties, which in turn ensures a holistic understanding of complex medical issues.[3] Owing to the emergence of the coronavirus disease-2019 pandemic, different health-care institutions colleges resorted to virtual PBL and reported encouraging results.[4,5] VIRTUAL PROBLEM-BASED LEARNING Virtual PBL is an innovative pedagogical approach that merges the principles of PBL with the benefits of online and digital technologies.[6] In the current era, the utility and scope of virtual learning environments have significantly increased, as it gives a platform for teachers to engage students and provide them with interactive learning experiences.[6,7] Virtual PBL has the potential to expose students to authentic and real-world scenarios that essentially require active participation and collaboration.[7] This motivates medical students to work in virtual teams, and also apply their knowledge to come out with solutions to complex problems. Further, owing to the online discussions, virtual presentations, and asynchronous collaboration, students also acquire a wide range of skills, namely communication, teamwork, and self-directed learning, which are a must in the making of a competent healthcare professional.[5–7] DESIGNING AND IMPLEMENTING VIRTUAL PROBLEM-BASED LEARNING As educators, we must ensure the creation of an engaging and meaningful learning experience for medical students.[5,7] The process of design and implementation of virtual PBL in any institution depends on the successful execution of multiple steps.[8–13] The first and foremost step will be to select and formulate authentic problems (viz., relevant, realistic, and aligned with the learning objectives) that are crucial in the conduct of virtual PBL.[7,8] These problems must represent challenges prevailing in the real world, and their resolution must depend on critical thinking and problem-solving skills. The selection of such problems should be made by the facilitators after giving due consideration to the available resources and technological tools in the virtual learning environment.[7,8] The successful conduct of virtual PBL also depends on the making of virtual PBL groups and assigning specific roles and responsibilities to each member of the group.[9] It is quite essential that facilitators should acknowledge the strengths, backgrounds, and interests of the students, and then create groups of students, which will play a crucial role in the formation of a balanced group and enriching discussions.[10] At the same time, it is must that clear guidelines with regard to the etiquette to be followed, the responsibility of the group (including expectations), the timeline of various events, communication framework, etc., should be framed and informed to all the students.[9,11] In addition, we must also assign specific roles (such as leader, timekeeper, and recorder) for different members of the group to distribute work and promote better teamwork, and these roles should be changed in different virtual PBL sessions to give an opportunity to everyone.[2,3,11] We all know that the virtual collaboration tools (such as discussion boards and video conferencing) and platforms (such as video conferencing platforms, learning management systems, and instant messaging platforms) ultimately will define the extent of communication, information sharing, and collaboration between team members of each group.[10,12,13] These tools and platforms must be available to students for use both synchronously and asynchronously (to simulate face-to-face interactions in virtual settings).[11–13] However, to ensure that these tools and platforms are optimally utilized, it is must that facilitators as well as students should be trained to use them. Moreover, the effectiveness of virtual PBL will be determined by the effective integration of technology, and all options should be explored to ensure that the sessions remain engaging for students.[4,12,14] We must also give importance to the process of assessment and feedback delivery, as both are crucial aspects and components in the successful conduct of virtual PBL. The designed assessment should be in alignment with the learning objectives and must give opportunities for students to demonstrate their knowledge application and problem-solving skills. We can either decide on individual assignments (such as reflective writing, which also has the potential to minimize the chance of plagiarism) or group presentations, online quizzes, or even peer assessments. Further, it is critical that the assessment criteria are clear and communicated to students in advance to enable fair and consistent evaluation. In addition, it is very important that facilitators provide timely and constructive feedback to the students to aid in the learning process and academic progression. Further, it will be really good, if we leverage technology to streamline the assessment and feedback process by using online platforms for submission of assignments, grading, and providing feedback to the student.[10–14] MERITS ATTRIBUTED TO VIRTUAL PROBLEM-BASED LEARNING Similar to any other online model of learning, virtual PBL offers a wide range of benefits to all stakeholders.[4,6–8,15] To begin with, students from different geographical regions can participate in the learning sessions, thus providing an opportunity for students to indulge in interactive learning which might not be possible if they are unable to attend traditional face-to-face sessions.[4,6] Further, as students who participate in virtual PBL sessions can be from different backgrounds (including different nations), it becomes a wonderful opportunity for the medical students to collaborate, gain insights from other participants and learn from their experiences.[7,8] From the administrator’s perspective, this pedagogical method can prove to be cost-effective, as it minimizes the requirement for physical infrastructure, conveyance charges, and other logistics that are required for the conduct of conventional PBL.[6,7] At the same time, these virtual sessions give the option of flexibility to students, wherein they can plan their individual learning at their own pace, which is a very crucial aspect of adult learning.[4,5] This also becomes quite important in saving time for students, as they can also engage in fruitful and meaningful discussions asynchronously. In addition, this platform also acts as a medium for the students to focus on their individual learning needs.[4–6] In accordance with the merits attributed to traditional PBL sessions, even virtual PBL puts a strong emphasis on the active engagement of the students, wherein they acquire the skills of application of knowledge to problem-solving, critical thinking, and self-directed learning.[1–3,15] Moreover, the engagement can be further augmented by the inclusion of interactive multimedia and gamification elements, which also aids in motivating students to learn.[9,11,12] Further, as students can receive immediate feedback from their peers and facilitators, the learning becomes deep and long-term. As students get involved in virtual PBL, their overall digital literacy skills (viz., using online platforms, and digital resources) also develop and thus they prepare themselves for the essential needs of the digital era.[6,8] In continuation, students become more familiar with online libraries, databases, etc., which not only augments the range of information available for students but also prepares them for practicing evidence-based medicine. Furthermore, virtual PBL encourages medical students to indulge in online research, explore a wide range of learning resource materials, and learn the art of critically evaluating information. IDENTIFIED CHALLENGES AND POTENTIAL SOLUTIONS The adoption of virtual PBL in any medical institution is expected to have some resistance and is bound to have some challenges as well. These challenges could be from the student’s perspective (viz., reluctance, poor group dynamics, and social isolation), teacher’s perspective (viz., reluctance, lack of familiarity, fairness in evaluation.), administrator’s perspective (such as financial investment at the start, monitoring progress), or miscellaneous (like poor access, technological constraints, etc.).[4,5,16,17] We must respond to these identified challenges by implementing appropriate strategies, as this will aid in creating a more effective and supportive learning environment for students [Table 1].[4,6–9,11,12,14,16,17]Table 1: Identified challenges in virtual problem-based learning and the potential solutionsCONCLUSION The conduct of virtual PBL has been linked with multiple merits and opportunities for students to learn in the current era of the digital age. Virtual PBL has the potential to revolutionize education and enhance the quality of learning experiences for learners worldwide. It is the need of the hour to leverage the potential of virtual PBL and create engaging learning environments for students to empower them to acquire essential skills and competencies. Financial support and sponsorship None. 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引用次数: 0

摘要

在医学教育交付领域,基于问题的学习(PBL)是一种重要的教学方法,因为学生的积极参与。[1]PBL通过培养自主学习的技能,在培养终身学习者方面发挥了关键作用,从而使医学生能够适应现实世界的专业挑战,从而形成持续改进的心态。[1,2]此外,它还通过鼓励学生在不同专业之间建立联系来促进跨学科学习,从而确保对复杂医学问题的整体理解。[3]由于2019冠状病毒病大流行的出现,不同的医疗机构学院采用了虚拟PBL,并报告了令人鼓舞的结果。[4,5]虚拟的基于问题的学习虚拟PBL是一种创新的教学方法,它将PBL的原则与在线和数字技术的优势相结合。[6]在当今时代,虚拟学习环境的效用和范围显著增加,因为它为教师提供了一个与学生互动的平台,并为他们提供了互动的学习体验。[6,7]虚拟PBL有可能让学生接触到真实的现实世界场景,这些场景本质上需要积极的参与和合作。[7]这激励医学生在虚拟团队中工作,并应用他们的知识来解决复杂的问题。此外,由于在线讨论、虚拟演示和异步协作,学生还获得了广泛的技能,即沟通、团队合作和自主学习,这些都是成为称职的医疗保健专业人员所必需的。[5-7]设计和实施基于问题的虚拟学习作为教育工作者,我们必须确保为医学生创造一种有吸引力和有意义的学习体验。[5,7]在任何机构中,虚拟PBL的设计和实施过程取决于多个步骤的成功执行。[8-13]第一步也是最重要的一步将是选择和制定真实的问题(即相关的、现实的、与学习目标一致的),这些问题在虚拟PBL的实施中至关重要。[7,8]这些问题必须代表现实世界中普遍存在的挑战,它们的解决必须依赖于批判性思维和解决问题的能力。这些问题的选择应该由辅导员在考虑虚拟学习环境中可用的资源和技术工具后做出。[7,8]虚拟PBL的成功实施还取决于虚拟PBL小组的组成,并为小组中的每个成员分配特定的角色和责任。[9]引导者应该认识到学生的优势、背景和兴趣,然后创建学生小组,这对形成一个平衡的小组和丰富讨论起着至关重要的作用,这是非常重要的。[10]与此同时,必须制定明确的指导方针,包括应遵循的礼仪、团体的责任(包括期望)、各种活动的时间表、沟通框架等,并告知所有学生。[9,11]此外,我们还必须为小组的不同成员分配特定的角色(如领导者、计时员和记录员),以分配工作,促进更好的团队合作,并且这些角色应该在不同的虚拟PBL会话中进行转换,以给每个人提供机会。[2,3,11]我们都知道,虚拟协作工具(如讨论板和视频会议)和平台(如视频会议平台、学习管理系统和即时通讯平台)最终将定义每个组的团队成员之间的沟通、信息共享和协作的程度。[10,12,13]这些工具和平台必须可供学生同步或异步使用(以模拟虚拟环境中的面对面互动)。[11-13]然而,为了确保这些工具和平台得到最佳利用,必须培训辅导员和学生如何使用它们。此外,虚拟PBL的有效性将取决于技术的有效整合,并且应该探索所有选项以确保课程对学生保持吸引力。[4,12,14]我们还必须重视评估和反馈的过程,因为两者都是成功实施虚拟PBL的关键方面和组成部分。所设计的评估应该与学习目标保持一致,并且必须给学生机会展示他们的知识应用和解决问题的能力。 我们可以选择单独的作业(比如反思性写作,这也有可能最大限度地减少抄袭的可能性),也可以选择小组演讲、在线测验,甚至是同行评估。此外,至关重要的是,评估标准是明确的,并提前与学生沟通,以实现公平和一致的评估。此外,辅导员为学生提供及时和建设性的反馈,以帮助学习过程和学业进步,这一点非常重要。此外,如果我们利用技术来简化评估和反馈过程,通过使用在线平台提交作业、评分和向学生提供反馈,这将是非常好的。[10-14]基于问题的虚拟学习的优点与其他在线学习模式类似,虚拟PBL为所有利益相关者提供了广泛的好处。[4,6 - 8,15]首先,来自不同地理区域的学生可以参加学习课程,从而为学生提供一个沉浸在互动学习中的机会,如果他们无法参加传统的面对面学习,这可能是不可能的。[4,6]此外,由于参加虚拟PBL课程的学生可能来自不同的背景(包括不同的国家),这对医学生来说是一个绝佳的合作机会,可以从其他参与者那里获得见解,并从他们的经验中学习。[7,8]从管理者的角度来看,这种教学方法可以证明是具有成本效益的,因为它最大限度地减少了对物理基础设施的要求,运输费用,以及进行传统PBL所需的其他物流。[6,7]同时,这些虚拟课程为学生提供了灵活的选择,他们可以按照自己的节奏计划个人学习,这是成人学习的一个非常重要的方面。[4,5]这对于节省学生的时间也非常重要,因为他们也可以异步地参与富有成效和有意义的讨论。此外,这个平台也作为一个媒介,让学生关注他们的个人学习需求。[4-6]与传统PBL课程的优点一致,即使是虚拟PBL也非常强调学生的积极参与,在这种参与中,他们获得了应用知识解决问题、批判性思维和自主学习的技能。[1 - 3,15]此外,互动多媒体和游戏化元素可以进一步增强参与度,这也有助于激励学生学习。[9,11,12]此外,由于学生可以从他们的同伴和辅导员那里得到即时的反馈,学习变得深入和长期。当学生参与虚拟PBL时,他们的整体数字素养技能(即使用在线平台和数字资源)也会得到发展,从而为数字时代的基本需求做好准备。[6,8]此外,学生对在线图书馆、数据库等也越来越熟悉,这不仅增加了学生可获得信息的范围,而且为他们实践循证医学做好了准备。此外,虚拟PBL鼓励医学生沉迷于在线研究,探索广泛的学习资源材料,并学习批判性评估信息的艺术。在任何医疗机构中采用虚拟PBL预计会遇到一些阻力,也必然会遇到一些挑战。这些挑战可能来自学生的角度(如不情愿、缺乏群体动力和社会孤立)、教师的角度(如不情愿、缺乏熟悉、评估的公平性)、管理员的角度(如开始时的财政投资、监督进度)或其他方面(如访问困难、技术限制等)。[4,5,16,17]我们必须通过实施适当的策略来应对这些已确定的挑战,因为这将有助于为学生创造一个更有效和支持性的学习环境[表1]。[4,6 - 9,11,12,14,16,17]表1:在基于问题的虚拟学习中发现的挑战和潜在的解决方案结论在当前的数字时代,虚拟PBL的实施为学生的学习带来了多种优点和机会。虚拟PBL有可能彻底改变教育,提高全球学习者的学习体验质量。利用虚拟PBL的潜力,为学生创造有吸引力的学习环境,使他们能够获得基本技能和能力,这是当务之急。财政支持和赞助利益冲突没有利益冲突。
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From tradition to transformation: Revolutionizing medical education for the digital age through virtual problem-based learning
In the field of medical education delivery, problem-based learning (PBL) is an important teaching–learning method owing to the active engagement of students.[1] PBL plays a pivotal role in the making of a lifelong learner by cultivating the skill of self-directed learning, which in turn enables medical students to adapt to real-world professional challenges and thereby develop a mindset of continuous improvement.[1,2] Further, it also promotes interdisciplinary learning by encouraging students to establish linkage between different specialties, which in turn ensures a holistic understanding of complex medical issues.[3] Owing to the emergence of the coronavirus disease-2019 pandemic, different health-care institutions colleges resorted to virtual PBL and reported encouraging results.[4,5] VIRTUAL PROBLEM-BASED LEARNING Virtual PBL is an innovative pedagogical approach that merges the principles of PBL with the benefits of online and digital technologies.[6] In the current era, the utility and scope of virtual learning environments have significantly increased, as it gives a platform for teachers to engage students and provide them with interactive learning experiences.[6,7] Virtual PBL has the potential to expose students to authentic and real-world scenarios that essentially require active participation and collaboration.[7] This motivates medical students to work in virtual teams, and also apply their knowledge to come out with solutions to complex problems. Further, owing to the online discussions, virtual presentations, and asynchronous collaboration, students also acquire a wide range of skills, namely communication, teamwork, and self-directed learning, which are a must in the making of a competent healthcare professional.[5–7] DESIGNING AND IMPLEMENTING VIRTUAL PROBLEM-BASED LEARNING As educators, we must ensure the creation of an engaging and meaningful learning experience for medical students.[5,7] The process of design and implementation of virtual PBL in any institution depends on the successful execution of multiple steps.[8–13] The first and foremost step will be to select and formulate authentic problems (viz., relevant, realistic, and aligned with the learning objectives) that are crucial in the conduct of virtual PBL.[7,8] These problems must represent challenges prevailing in the real world, and their resolution must depend on critical thinking and problem-solving skills. The selection of such problems should be made by the facilitators after giving due consideration to the available resources and technological tools in the virtual learning environment.[7,8] The successful conduct of virtual PBL also depends on the making of virtual PBL groups and assigning specific roles and responsibilities to each member of the group.[9] It is quite essential that facilitators should acknowledge the strengths, backgrounds, and interests of the students, and then create groups of students, which will play a crucial role in the formation of a balanced group and enriching discussions.[10] At the same time, it is must that clear guidelines with regard to the etiquette to be followed, the responsibility of the group (including expectations), the timeline of various events, communication framework, etc., should be framed and informed to all the students.[9,11] In addition, we must also assign specific roles (such as leader, timekeeper, and recorder) for different members of the group to distribute work and promote better teamwork, and these roles should be changed in different virtual PBL sessions to give an opportunity to everyone.[2,3,11] We all know that the virtual collaboration tools (such as discussion boards and video conferencing) and platforms (such as video conferencing platforms, learning management systems, and instant messaging platforms) ultimately will define the extent of communication, information sharing, and collaboration between team members of each group.[10,12,13] These tools and platforms must be available to students for use both synchronously and asynchronously (to simulate face-to-face interactions in virtual settings).[11–13] However, to ensure that these tools and platforms are optimally utilized, it is must that facilitators as well as students should be trained to use them. Moreover, the effectiveness of virtual PBL will be determined by the effective integration of technology, and all options should be explored to ensure that the sessions remain engaging for students.[4,12,14] We must also give importance to the process of assessment and feedback delivery, as both are crucial aspects and components in the successful conduct of virtual PBL. The designed assessment should be in alignment with the learning objectives and must give opportunities for students to demonstrate their knowledge application and problem-solving skills. We can either decide on individual assignments (such as reflective writing, which also has the potential to minimize the chance of plagiarism) or group presentations, online quizzes, or even peer assessments. Further, it is critical that the assessment criteria are clear and communicated to students in advance to enable fair and consistent evaluation. In addition, it is very important that facilitators provide timely and constructive feedback to the students to aid in the learning process and academic progression. Further, it will be really good, if we leverage technology to streamline the assessment and feedback process by using online platforms for submission of assignments, grading, and providing feedback to the student.[10–14] MERITS ATTRIBUTED TO VIRTUAL PROBLEM-BASED LEARNING Similar to any other online model of learning, virtual PBL offers a wide range of benefits to all stakeholders.[4,6–8,15] To begin with, students from different geographical regions can participate in the learning sessions, thus providing an opportunity for students to indulge in interactive learning which might not be possible if they are unable to attend traditional face-to-face sessions.[4,6] Further, as students who participate in virtual PBL sessions can be from different backgrounds (including different nations), it becomes a wonderful opportunity for the medical students to collaborate, gain insights from other participants and learn from their experiences.[7,8] From the administrator’s perspective, this pedagogical method can prove to be cost-effective, as it minimizes the requirement for physical infrastructure, conveyance charges, and other logistics that are required for the conduct of conventional PBL.[6,7] At the same time, these virtual sessions give the option of flexibility to students, wherein they can plan their individual learning at their own pace, which is a very crucial aspect of adult learning.[4,5] This also becomes quite important in saving time for students, as they can also engage in fruitful and meaningful discussions asynchronously. In addition, this platform also acts as a medium for the students to focus on their individual learning needs.[4–6] In accordance with the merits attributed to traditional PBL sessions, even virtual PBL puts a strong emphasis on the active engagement of the students, wherein they acquire the skills of application of knowledge to problem-solving, critical thinking, and self-directed learning.[1–3,15] Moreover, the engagement can be further augmented by the inclusion of interactive multimedia and gamification elements, which also aids in motivating students to learn.[9,11,12] Further, as students can receive immediate feedback from their peers and facilitators, the learning becomes deep and long-term. As students get involved in virtual PBL, their overall digital literacy skills (viz., using online platforms, and digital resources) also develop and thus they prepare themselves for the essential needs of the digital era.[6,8] In continuation, students become more familiar with online libraries, databases, etc., which not only augments the range of information available for students but also prepares them for practicing evidence-based medicine. Furthermore, virtual PBL encourages medical students to indulge in online research, explore a wide range of learning resource materials, and learn the art of critically evaluating information. IDENTIFIED CHALLENGES AND POTENTIAL SOLUTIONS The adoption of virtual PBL in any medical institution is expected to have some resistance and is bound to have some challenges as well. These challenges could be from the student’s perspective (viz., reluctance, poor group dynamics, and social isolation), teacher’s perspective (viz., reluctance, lack of familiarity, fairness in evaluation.), administrator’s perspective (such as financial investment at the start, monitoring progress), or miscellaneous (like poor access, technological constraints, etc.).[4,5,16,17] We must respond to these identified challenges by implementing appropriate strategies, as this will aid in creating a more effective and supportive learning environment for students [Table 1].[4,6–9,11,12,14,16,17]Table 1: Identified challenges in virtual problem-based learning and the potential solutionsCONCLUSION The conduct of virtual PBL has been linked with multiple merits and opportunities for students to learn in the current era of the digital age. Virtual PBL has the potential to revolutionize education and enhance the quality of learning experiences for learners worldwide. It is the need of the hour to leverage the potential of virtual PBL and create engaging learning environments for students to empower them to acquire essential skills and competencies. Financial support and sponsorship None. Conflicts of interest There are no conflicts of interest.
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来源期刊
Indian Journal of Medical Specialities
Indian Journal of Medical Specialities MEDICINE, GENERAL & INTERNAL-
自引率
16.70%
发文量
51
期刊介绍: The Indian Journal of Medical Specialities is an all-encompassing peer-reviewed quarterly journal. The journal publishes scholarly articles, reviews, case reports and original research papers from medical specialities specially pertaining to clinical patterns and epidemiological profile of diseases. An important highlight is the emphasis on undergraduate and postgraduate medical education including various aspects of scientific paper-writing. The journal gives priority to research originating from the developing world, including from the tropical regions of the world. The journal also publishes special issues on health topics of current interest. The Indian Journal of Medical Specialities is one of the very few quality multispeciality scientific medical journals.
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