Video case programs for PBL: Integration of microbiology and medicine

Background: The real advantage of problem-based learning (PBL) may not be its status as an alternative to traditional learning, but rather its usefulness as an integrative adjunct. Description: To meet the challenge of integrating PBL into traditional medical education, we have developed 6 videotaped case presentations. Each video utilizes problem-solving skills and demonstrates role playing within the context of a physician-patient relationship. Presuming a basic and clinical science foundation, these presentations are designed for small-group discussions. Each videotape comprises a history and physical, differential diagnoses, routine laboratory analyses, selection of diagnostic specimen(s), microbial tests and results, final diagnosis, and clinical highlights. Predetermined pauses allow for the student-directed faculty-guided problem-solving approach to diagnosis. The videotape format provides opportunities for adapting to diverse physical settings and flexibility of incorporation into the curriculum. Evaluation: Student evaluations overwhelmingly affirm the positive peer interactions, the small-group learning experiences, and clinical relevance and realistic case portrayals. Conclusion: The sessions empowered the students to become active participants in their learning by applying previous knowledge coward a clinical approach to diagnosis.