摘要：Purpose:The quality of problem representation is critical for developing students’ problem-solving abilities in problem-based learning (PBL). This study investigates preclinical students’ experience with standardized patients (SPs) as a problem representation method compared to using video cases in PBL. Methods:A cohort of 99 second-year preclinical students from Inje University College of Medicine (IUCM) responded to a Likert scale questionnaire on their learning experiences after they had experienced both video cases and SPs in PBL. The questionnaire consisted of 14 items with eight subcategories:problem identification,hypothesis generation,motivation,collaborative learning, reflective thinking,authenticity,patient-doctor communication,and attitude toward patients. Results:The results reveal that using SPs led to the preclinical students having significantly positive experiences in boosting patient-doctor communication skills;the perceived authenticity of their clinical situations;development of proper attitudes toward patients;and motivation,reflective thinking,and collaborative learning when compared to using video cases. The SPs also provided more challenges than the video cases during problem identification and hypotheses generation. Conclusion:SPs are more effective than video cases in delivering higher levels of authenticity in clinical problems for PBL. The interaction with SPs engages preclinical students in deeper thinking and discussion;growth of communication skills;development of proper attitudes toward patients;and motivation. Considering the higher cost of SPs compared with video cases,SPs could be used most advantageously during the preclinical period in the IUCM curriculum.
关键词：Standardized patients;Problem-based learning;Problem representation;Video case
