Tag Archives: Video triggers

Using Online Digital Tools and Video to Support International Problem-Based Learning

Hmelo-Silver, Cindy E., et al. “Using Online Digital Tools and Video to Support International Problem-Based Learning.” System Sciences (HICSS), 2013 46th Hawaii International Conference on. IEEE, 2013.


The goal of this study is to examine how to facilitate cross-cultural groups in problem-based learning (PBL) using video triggers and computer-based technology tools. Medical students from Asia and North America participated in two sessions and watched physicians deliver bad news to a patient in two video cases. Experienced facilitators help support collaboration in the two PBL sessions. An expert facilitator provided advice using a chat box in the video conferencing system. This study examines strategies and challenges in facilitating PBL across distance and cultures using both an inductive analysis and Community of Inquiry analysis scheme. Several conjectures were developed for future research.

Advantages of Video Trigger in Problem-based Learning

Chan LK, Patil NG, Chen JY, Lam JCM, Lau CS, Ip MSM. September 2010. Advantages of Video Trigger in Problem-based Learning. Medical Teacher 32(9):760-765.


Background: Traditionally, paper cases are used as ‘triggers’ to stimulate learning in problem-based learning (PBL). However, video may be a better medium because it preserves the original language, encourages the active extraction of information, avoids depersonalization of patients and allows direct observation of clinical consultations. In short, it exposes the students to the complexity of actual clinical problems.Aim: The study aims to find out whether students and facilitators who are accustomed to paper cases would prefer video triggers or paper cases and the reasons for their preference.Method: After students and facilitators had completed a video PBL tutorial, their responses were measured by a structured questionnaire using a modified Likert scale.Results: A total of 257 students (92%) and 26 facilitators (100%) responded. The majority of students and facilitators considered that using video triggers could enhance the students’ observational powers and clinical reasoning, help them to integrate different information and better understand the cases and motivate them to learn. They found PBL using video triggers more interesting and preferred it to PBL using paper cases. Conclusion: Video triggers are preferred by both students and facilitators over paper cases in PBL.