1 Department of Physiology. Pharmacy Faculty. Universidad Complutense de Madrid (SPAIN)
2 Department of of Pharmacology, Pharmacognosy and Botany. Pharmacy Faculty. Universidad Complutense de Madrid (SPAIN)
About this paper:
Appears in: EDULEARN23 Proceedings
Publication year: 2023
Pages: 5602-5607
ISBN: 978-84-09-52151-7
ISSN: 2340-1117
doi: 10.21125/edulearn.2023.1468
Conference name: 15th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2023
Location: Palma, Spain
The aim of the study was to examine the determinants of the use of videos created by students and their satisfaction with learning concerning the novel application of integrated problem-based learning (PBL) instructional videos in the course of pathophysiology. Our research is based on a constructivist PBL model and the use of innovation and communication technologies (ICT) in the Pathophysiology subject of Pharmacy students. The use of video is an effective constructivist didactic tool for enriching students’ learning experiences. Videos when created by students, foster their creativity and skills in the use of ICT. Stimulating discussions, inclusion of supporting key concepts, providing real-life examples, demonstrating problem-solving, and teaching socially expressive behaviors and vocational and life skills are included as primary goals of PBL-based video creation. To check the degree of student satisfaction with our new proposed pedagogical model, a survey of 18 questions has been prepared. The students had to classify each item numerically, considering a five-point Likert scale from 1 to 5, with 1 being 'totally disagree' and 5 'totally agree'. Data from student volunteers was collected and then compiled and analyzed. Most of the students believed that using their own video teaching method besides PBL would enhance their conceptual understanding and enhance the acquisition of management and critical evaluation skills. Over 84.5% of students believe solving cases through self-created videos would help them improve their creative and critical thinking skills and synthesize complex clinical information. More than 63.6% of the students agreed/strongly agreed that the video-case tool helps them understand clinically significant learning problems. In addition, students think that this strategy increases the interest and involvement of students in their learning and encourages their participation in work teams. Furthermore, the results indicated that the use of the PBL-video had a significant acceptance by students. The findings show that the PBL-video model was widely accepted and could be applied to encourage university students' use of video technology while enhancing their creativity and solving real clinical problems.

Acknowledgment: This work is supported by PIMCD 407, 2022. Complutense University of Madrid. Spain. to the authors thanks M. J. Fernández-García, M. Perales Calvo, F.J. Puente for their technical support.
Problem based learning, Physiopathology, Video-cases, Learning Satisfaction, Innovation and Communication Technologies.