Problem-Based Learning Research in Anesthesia Teaching: Current Status and Future Perspective

Chilkoti, Geetanjali T; Mohta, Medha; Wadhwa, Rachna; Saxena, Ashok Kumar

doi:10.1155/2014/263948

Cited by 13 publications

(12 citation statements)

References 30 publications

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“…8 Certainly, several studies had different results when comparing these two methods, which may because of the bias between the intervention and control groups, as well as the lecturer and tutor were not identical. 13,14 Meanwhile, the way to carry out PCBL and the interval time to the examination may also influence the effectiveness. Despite more interest shown in PCBL study, there is no consistent evidence verifying that this strategy is superior to the LBL in understanding the essential and challenging key points and increasing learning burden.…”

Section: Discussionmentioning

confidence: 99%

Comparison of problem/case-based learning with lecture-based learning in the clinical teaching of ophthalmology

Chen

et al. 2019

Int J Community Med Public Health

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Background: Few researches have focused on the effectiveness of problem/case-based learning (PCBL) method in clinical teaching of ophthalmology among undergraduate students and their evaluation feedbacks to this method. Knowledge of current different approaches of teaching clinical ophthalmology might help to achieve better learning effect. So, our aim was to compare problem/case-based learning (PCBL) with lecture-based learning (LBL) in the education of medical students and investigate the student perceptions of teaching ophthalmology by the PCBL approach.Methods: Two classes of fourth-year medical students were divided into two groups by class-based randomly and were taught the ocular trauma course. A total of 76 students studied in lectures and 87 students learned in a problem/case -based learning discussion session. Five questions were designed on ocular trauma in the final examination to evaluate the effectiveness of these two teaching methods. Students with the PCBL perceptions were collected to analyse the effectiveness of the PCBL.Results: Comparing with LBL, a significantly higher overall examination score occurred in the PCBL group. Most students in the PCBL class agreed that PCBL performed better in improving their understanding of the subject materials, promoting learning motivation, and enhancing the communication skill and clinical thinking method.Conclusions: The PCBL is an effective approach to assist students in understanding the clinical diagnosis and treatment of ocular diseases. This teaching method helps students increase the motivation of improving learning and problem-handling skills.

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Section: Discussionmentioning

confidence: 99%

Comparison of problem/case-based learning with lecture-based learning in the clinical teaching of ophthalmology

Chen

et al. 2019

Int J Community Med Public Health

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“…[2][3][4][5] The contents in innovative learning materials are the combination of contents of topics with practical examples and the strategy on contents delivery. 6 An innovative learning resource with guided project is a strategy to do investigation via small research that can transform learning activity into learning opportunities to solve the given problems. The project is designed systematically to develop the knowledge and skills on specific affective target.…”

Section: Introductionmentioning

confidence: 99%

The Development and Implementation of Innovative Learning Resource with Guided Projects for the Teaching of Carboxylic Acid Topic

Purba¹,

Situmorang²,

Silaban³

2019

IJPER

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Background: The development of good learning resources in line with current technology to facilitate active learning has become a trend in education. An innovative learning material is believed to be able to motivate the students to learn and to improving students' skills for chemistry and pharmacy students to handle chemical reaction. Objectives: The study aimed to enact an innovative learning material with guided project to be implemented as learning resources to improve student's performance in organic chemistry. Materials and Methods: This study was carried out at Universitas Negeri Medan with the involvement of 180 chemistry students in the Department of Chemistry. It consisted of the development and standardization of an innovative learning package with guided project and implementing it for the teaching of carboxylic acid topic. Results and Conclusion: An innovative learning package with project contextual example related to carboxylic acid topic has been developed in a systematic order and the projects were provided to guide the students to become independent learners. The learning package was easy to follow and guided the students to do scientific investigations. The guide projects integrated in the learning package facilitated the students to gain deeper understanding of organic chemistry concept, be able to set their own project to keep the students engage in curiosity and problem solving and develop students' skills on planning, actions and reporting the project results. The developed learning material is very effective to improve students' competence, where students' performance in experimental class (M=83.23±4.41) was higher than that in control class (M=77.22±4.79). Students' learning style has been changed to become independent learner.

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“…In particular, in AIC, simulation is an excellent opportunity to implement those reports of security which can be considered as a real strategy to minimize clinical risk. [8,9] The paper reviews simulators used in healthcare, focused on the range of application, main benefits and educational level of students. It is aimed to promote the dissemination of computer technologies to support the field of medicine, using simulators.…”

Section: Introductionmentioning

confidence: 99%

Role of advanced simulation in undergraduate and postgraduate medical education

Fodale¹,

Penna²,

Amato³

et al. 2015

Int Arch Med

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Medical simulations are effective education complements for medical training, demonstrating effective learning, level of participation, and improvement in knowledge, skills and attitudes.In undergraduate medical education, simulation provides the potential for valid, cost-benefit teaching and assessment of clinical skills, especially clinical reasoning skills, bridging the gap between theory and practice. Simulation as a training tool in postgraduate medical training is a practical method to provide a kind of educational realistic significance for practicing specialty in order to improve quality of care and patient safety. In particular, simulation is an excellent opportunity to implement reports of security which can be considered a true strategy in order to minimize clinical risk and ensure appropriate levels of quality in daily clinical practice.

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Problem-Based Learning Research in Anesthesia Teaching: Current Status and Future Perspective

Cited by 13 publications

References 30 publications

Comparison of problem/case-based learning with lecture-based learning in the clinical teaching of ophthalmology

Comparison of problem/case-based learning with lecture-based learning in the clinical teaching of ophthalmology

The Development and Implementation of Innovative Learning Resource with Guided Projects for the Teaching of Carboxylic Acid Topic

Role of advanced simulation in undergraduate and postgraduate medical education

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