Impact of a video-assisted problem-based learning curriculum model on the knowledge, attitude and practice of postgraduate residents of internal medicine

Background Problem-based learning (PBL) has been in use for decades and has found due significance in medical education. It has been used in various forms and in many innovative ways. However, the role of videos in PBL has not been studied extensively, and sporadic evidences have indicated conflicting outcomes. The present study was designed with the objectives of assessing the impact of video-assisted PBL on knowledge acquisition, enhancement of critical thinking skills, students’ perceptions and satisfaction levels regarding its effectiveness and utility. Methods Twenty-four residents of internal medicine were trained on an eight-week comprehensive intervention module on video-assisted PBL, by six members of the faculty from medicine, who in turn were trained by the authors through small group discussions, a panel discussion and a workshop. Responses from the residents were obtained through a validated questionnaire and compared with the pre-intervention values. Results The residents demonstrated a significant improvement in their cognitive knowledge, accuracy in clinical reasoning and confidence in clinical problem-solving ability. All three areas, knowledge, attitude and practice (KAP), were targeted and all of them showed a positive outcome. However, a significant proportion of tutors felt that the intervention had limited practical application, which in turn was not agreed to by the residents. Conclusion Video-assisted PBL has the potential to provide a more efficient way to improve teaching–learning methods by combining video clips with problem-solving exercises. The benefits noted were an enhanced cognitive domain of learning, clinical reasoning and active student engagement.