A practical guide to implementing problem-based learning in anesthesia

Status of problem based learning in postgraduate anesthesia teaching: A cross-sectional survey

“…Different situations may require different techniques of managing group dynamics such as equalizing participation, listing, stacking, pacing, checking the process, silence, taking a break, call for consensus, summarizing, censoring, expulsion etc. [ 12 16 ] In our survey, majority of the students considered their teacher to be more of a knowledge imparter than a facilitator. Approximately half the students agreed that their facilitators are content area expert and also efficient in managing group dynamics.…”

“…The ASA recommended key elements of PBL (as designed by Liu and Liu) include small group, learner centered, active learning and case based/problem oriented. [ 12 ] The small group discussions have been made an integral component of PBL discussions in order to achieve the desired learning outcome. In order to achieve maximal development of communication skills and knowledge, it is proposed to have a group size of 5-10 members.…”

The educational effectiveness of problem-based learning discussions as evaluated by learner-assessed satisfaction and practice change

“…Although no data exist to substantiate the claim that PBLD is superior to traditional learning forums, the majority of participants find it enjoyable. 3 The Accreditation Council for Continuing Medical Education defines CME as "educational activities that serve to maintain, develop or increase the knowledge, skills and professional performance, and relationships that a physician uses to provide services for patients, the public, or the profession," and that CME is an essential component of the professional development of physicians. One of the principles of CME is that it should develop the skill necessary for lifelong learning, the exercise of clinical reasoning, an understanding of the decision-making process, and specific content acquisition.…”

From Socrates to Virtual Reality: A Historical Review of Learning Theories and Their Influence on the Training of Anesthesiologists

“…The American Society of Anesthesiologists (ASA) developed PBL programs for its annual meetings as early as 1992, establishing anesthesiology as a pioneer among medical specialties for its use of PBL. 48 These initial ASA PBL discussions, which included case objectives, model discussion outlines, and references as part of a finite education experience, gained success due to the inculcation of PBL principles. The PBL discussions remain an important component of faculty development at the annual ASA conference, and they have become prevalent learning tools for anesthesiologists at all levels, from medical school clerkships through fellowships.…”