Abstract:

The purpose of our teaching innovation project is to implement a novel problem-based learning (PBL) strategy based on the inclusion of digital videos produced by the students as tool to resolve clinical case in Physiopathology practices. PBL is a constructivist pedagogy which allows students to acquire key knowledge and high demand skills to solve real-life problems. Students learn science as they develop critical thinking skills by solving real-world problems in small groups. It is known that video-cases in PBL help facilitate critical thinking and problem-solving. In that aspect, the narrated step-by-step demonstrations or illustrations which show learners how to work through a problem are particularly effective. So, teachers use videos as multimedia and ICT tools in PBL to improve both the efficiency and the scope and impact of educational processes. However, video production by students solving clinical cases and learning self-assessment have not been descripted. Currently, there is no clearly defined methodology with specific instructions for the implementation of assessment strategies based on a constructivist PBL model and the use of ICT in the subject of Physiopathology. The present pilot experience will be carried out in practical groups of 30-36 students divided into smaller groups of 2-4 students in the third year of the Degree in Pharmacy of Complutense University of Madrid (UCM). Students will access, through the UCM Virtual Campus, to the description of the practical case-problem and questionnaires with enough time for its completion by autolearning, searching bibliography on their own. Students (2-4/group) will design, record, and upload a video to a YouTube channel (Physiology_Pharmacy_UCM) explaining a specific topic of the posed clinical case. After viewing the videos, the students' progress on the case-solving will be self- evaluated and co-evaluated during the student's teaching-learning process. Students will evaluate the work of colleagues following the self-evaluation assessment criteria using the App Plickers computer tool (free tool: https://plickers.com/). Constructivist teachers pose questions and problems, then will guide students to help them find their own answers. The videos produced will be used in the classroom, where an educator will present the case-videos as a part of multidisciplinary teaching. Afterwards the students will discuss and reflect upon the posed case and will give feedback. The teacher's role is one of a facilitator or guide. This teaching strategy has been designed to encourage effective and efficient teaching across all disciplines of pathology. Students will achieve transversal competences such as creative and critical thinking, critical assessment, and management ICT skills, synthesize complex information clinically, interpersonal skills, teamwork, collaborative work, self-learning and feedback of their auto-learning. In conclusion, this kind of learning innovation project can facilitate the knowledge acquisition by the students in Physiopathology.

Acknowledgment:
This work is supported by PIMCD 407, 2022. Complutense University of Madrid. Spain. Thank you very much to M. J. Fernández-García, M. Perales Calvo and F.J. Puente for their technical support.

Keywords:

Problem based learning, Physiopathology, Video-cases, Integrated learning methodology, High Education.