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

Rosenblatt,

doi:10.1016/j.jclinane.2003.12.015

Cited by 14 publications

(7 citation statements)

References 5 publications

(4 reference statements)

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“…To be efficient and accessible, continuing education should meet a number of conditions that relate to the needs of the ‘student’, to the learning objectives, to the content, to the format and to the learning outcomes at the micro, meso and macro levels. 14 15 30 Therefore, it is important to carefully define (to know) the target population and the subject (addressing the learning needs), to clearly define the learning objectives and to align with the format and the programme structure.…”

Section: Results Of the Literature Studymentioning

confidence: 99%

Continuing medical education for general practitioners: a practice format

Vannieuwenborg

Goossens

Lepeleire

et al. 2016

Postgraduate Medical Journal

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IntroductionOur current knowledge-based society and the many actualisations within the medical profession require a great responsibility of physicians to continuously develop and refine their skills. In this article, we reflect on some recent findings in the field of continuing education for professional doctors (continuing medical education, CME). Second, we describe the development of a CME from the Academic Center for General Practice (ACHG) of the KU Leuven.MethodsFirst, we performed a literature study and we used unpublished data of a need assessment performed (2013) in a selected group of general practitioners. Second, we describe the development of a proposal to establish a CME programme for general practitioners.ResultsCME should go beyond the sheer acquisition of knowledge, and also seek changes in practice, attitudes and behaviours of physicians. The continuing education offerings are subject to the goals of the organising institution, but even more to the needs and desires of the end user.ConclusionsIntegrated education is crucial to meet the conditions for efficient and effective continuing education. The ACHG KU Leuven decided to offer a postgraduate programme consisting of a combination of teaching methods: online courses (self-study), contact courses (traditional method) and a materials database.

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Section: Results Of the Literature Studymentioning

confidence: 99%

Continuing medical education for general practitioners: a practice format

Vannieuwenborg

Goossens

Lepeleire

et al. 2016

Postgraduate Medical Journal

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“…The importance of the tutor as an effective facilitator has also been stressed [15]. However, since use of the PBLD method is not new [4], applying this pedagogical method in teaching research fundamentals in each institution is worthwhile.…”

Section: Discussionmentioning

confidence: 99%

“…The PBLD is an active-learning pedagogical format with a problem-based, student-centered, small-group approach using simulated scenarios as a means of avoiding the educational assumptions made by the more conventional teacher-centered lecture-discussion format. The method has been used worldwide and in a variety of disciplines, including anesthesiology [4]; however, the experience with the PBLD in teaching research fundamentals is very limited [5]. …”

Section: Introductionmentioning

confidence: 99%

Use of a problem-based learning discussion format to teach anesthesiology residents research fundamentals

Sakai

Karausky

Valenti

et al. 2013

Journal of Clinical Anesthesia

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Study Objective To present a new research problem-based learning discussion (PBLD) conference and to evaluate its effect on residents. Design Retrospective observational study of resident education before and after implementation of a research PBLD. Setting Large U.S. academic anesthesiology department. Subjects 93 anesthesiology residents with research PBLD exposure in the academic year (AY) 2010 and AY 2011, and 85 residents without research PBLD exposure in AY 2008 and AY 2009. Measurements Since AY 2010, a PBLD format has been used to teach residents clinical research fundamentals. The annual 90-minute PBLD addressed residents’ perceived barriers to research and introduced research resources available via the Clinical and Translational Science Institute (CTSI). Data recorded were: 1) number of residents who made CTSI consultation solicitations as a new investigator, and 2) number of new research projects proposed by the residents and designed with CTSI consultation. Each outcome was compared between the prePBLD group (AY 2008 [n=43] and AY 2009 [n=42]) and the postPBLD group (AY 2010 [n=43] and AY 2011 [n=50]). Main Results The number of residents who consulted the CTSI as new investigators increased from 4 of 85 residents (4.7%) in the prePBLD group to 13 of 93 residents (14.0%) in the postPBLD group (P = 0.042). The number of new research projects for which the residents consulted CTSI increased from 10 to 20 (100% increase). Conclusion A PBLD format for research education of anesthesiology residents is effective.

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“…Case-based learning or problem-based learning has a growing amount of support for its efficacy in the literature since its development in 1965 [6]. It is identified not only as an effective tool for imparting new knowledge to the learner but also for monitoring learners over time and tracking their progress in self-directed learning [7].…”

Section: Introductionmentioning

confidence: 99%

Applying the Principles of Bloom’s Taxonomy to Managing Tachyarrhythmia: Results of a Tachyarrhythmia Workshop

Mohyuddin

Isom

Thomas

2019

Cureus

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Introduction Resident physicians are routinely required to evaluate and manage patients with tachyarrhythmias. We developed a comprehensive workshop in an effort to improve residents’ competence and confidence at managing tachyarrhythmias. Methods A total of 55 residents attended the workshop and underwent pre- and post-testing to assess their competence of identifying and managing different arrhythmia. The participants were also asked to describe the comfort level managing these patients. After the pre-test, they participated in an interactive one hour session in which a cardiologist discussed common tachyarrhythmias and their management. For the next hour, the residents were then divided into groups of four to five. Using mannequins connected to heart monitors, the residents would be provided with a clinical vignette and asked to identify the heart rhythm and suggest management. A mock medication cart, and actual cardioverters-defibrillators were available. If the resident physician were to deliver cardioversion appropriately, the rhythm would change to sinus, and the patient’s hemodynamics would improve, thus providing live feedback for correct management. Results Amongst the 55 residents that participated in this study, the mean scores were 13.1 for pre-testing and 17.9 for post-testing, respectively (p = 0.0001). Residents’ mean comfort levels at managing tachyarrhythmias were 2.6 prior to testing and 3.6 post-testing (p = 0.0001). Conclusion We demonstrate that a two-hour focused tachyarrhythmia workshop significantly improved residents’ comfort level and competence in managing patients with tachyarrhythmia. By focusing on the higher levels of Bloom’s taxonomy such as analysis, synthesis and evaluation, we were able to improve the educational experience for our resident physicians.

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

Cited by 14 publications

References 5 publications

Continuing medical education for general practitioners: a practice format

Continuing medical education for general practitioners: a practice format

Use of a problem-based learning discussion format to teach anesthesiology residents research fundamentals

Applying the Principles of Bloom’s Taxonomy to Managing Tachyarrhythmia: Results of a Tachyarrhythmia Workshop

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