Abstract
This article was migrated. The article was not marked as recommended. Problem-based learning (PBL) and Human Patient Simulation (HPS) are two teaching modalities that actively involve and engage students in their learning. PBL and HPS are utilised in Undergraduate Medical Education in the UK, to assist in the development and training of medical students, yet they are frequently used as separate entities in the learning process. Learning is enhanced when students are provided with the opportunity to apply their theoretical learning into a real life context. HPS provides the opportunity for the practical application of theoretical knowledge. By merging the two teaching modalities together, it reinforces existing knowledge gained from PBL. A small-scale, mix-methods, research study was conducted to assess undergraduate students’ learning experience from combined PBL and HPS.
Highlights
Problem-based learning (PBL) and Human Patient Simulation (HPS) are two teaching modalities that actively involve and engage students in their learning
PBL and HPS are utilised in Undergraduate Medical Education in the UK, to assist in the development and training of medical students, yet they are frequently used as separate entities in the learning process
The paedaitric unit at Royal Preston Hospital had an existing in-situ high fidelity simulation mannequin, which could be utilised for this study, without causing conflict with existing timetables and allowed PBL-HPS sessions to occur in concordance with the PBL schedule
Summary
Problem-based learning (PBL) and Human Patient Simulation (HPS) are two teaching modalities that actively involve and engage students in their learning. Both use case-based learning scenarios for teaching, but the application of learning from these teaching modalities varies greatly. HPS provides an opportunity for a case to become as life-like as possible, and students have to recognise and treat medical conditions appropriately. PBL and HPS are utilised in Undergraduate Medical Education in the UK, to assist in the development and training of medical students, yet they are frequently used as separate entities in the learning process. HPS provides the opportunity for the practical application of this theoretical knowledge (Weller, 2010). HPS has the additional learning advantages of allowing students to develop non-clinical skills, such as team working, leadership and communication skills, during the educational process
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