Abstract
Introduction: In medical and clinical education, creating
critical thinking and promoting clinical reasoning abilities are the highest aims
and results of education.
The main aim of this study was to assess the efficacy of digital case scenarios versus print/paper case scenarios
on clinical reasoning in problem-based learning (PBL). If a study used the multimedia scenario case
interventions, video case scenarios and online-guided scenarios as digital case
PBL, we would consider it eligible.
Method: The study was a systematic review and meta-analysis.
A comprehensive search for all randomized controlled trials, systematic reviews
and meta-analyses for digital case scenarios versus paper case scenarios in PBL
were conducted using Medline (Ovid), Scopus, ISI Web of Science and CINAHL. Google Scholar was used to follow the bibliographies of the related
papers to create an exhaustive data set. Search results were limited to the
years 2003-2013.
Results: Our searches yielded 65 hits. After initial
screenings of the titles and abstracts, we assessed the full texts of studies. Five
eligible studies with 222 students were included in the meta-analysis.
The meta-analysis
showed that both of the digital and paper-based scenarios have similar impacts
on clinical reasoning. But the review of papers showed that 73% of students are
more satisfied with digital scenarios in comparison with paper-based scenarios
and found that digital scenarios are 90% more time saving than paper-based
scenarios.
Conclusion: According to the results of meta-analysis,
efficacy of digital-based scenarios is similar to the efficacy of paper-based
scenarios while simultaneously creating more satisfaction and saving the time
of students and teachers; therefore, it is suggested that electronic PBL be
used rather than paper-based in all levels of medical education.