INNOVATIONS IN TEACHING A Student Assessment of the Virtual Interactive Case Tool for Asynchronous Learning (VITAL) and Other Self-Directed Learning Formats

Objectives. This article describes a class project in which a student-created online tool for asynchronous study was compared with 2 nontechnological, problem-based learning formats. The objectives were to encourage self-directed skill development; to address learning style preferences; and to quantitatively and qualitatively assess the relative merits of electronic-based vs traditional problem-based learning (PBL) tools on knowledge and skills building. Methods. Students performed 3 PBL exercises for the same topic: completion of the electronic-based case; research and presentation of situational cases to peers; and creation of cases and answer keys for role-playing with junior students as patients. Educational outcomes and student perceptions from an online survey are reported. Results. Online case scores were similar to other PBL, examination, and course scores. Students felt that teaching their peers and creating cases built knowledge and skills more effectively than completing online cases. Furthermore, teamwork was preferred to working individually. Conclusion. This project gave students a balanced, enhanced knowledge perspective from 3 varied, engaging PBL formats; fostered peer teaching, mentoring, and technology skills; and created insights comparing web-based tools to other methods for autonomous lifelong learning.