Web-based problem-based learning (PBL) and scenario simulation teaching in airway management for undergraduate students

Abstract

Background This study aimed to evaluate the effectiveness of web-based combination of problem-based learning (PBL) and scenario simulation teaching in airway management course for undergraduate anesthesia students. Methods Sixty-five undergraduate students participated in the web-based airway management course. Both pre- and post-class quizzes were administered to assess students' knowledge. The effectiveness of the teaching modality was observed by comparing the pre- and post-class quiz scores, along with the technical skills scores and non-technical skills scores in two simulation scenarios. Additionally, an anonymous questionnaire was distributed to evaluate the students' perceptions and experiences. Results The results revealed a significant improvement in students' scores on the second quiz after completing the PBL combined with simulation course compared to the first quiz (p < 0.001). Moreover, during the second simulation, students demonstrated enhanced technical skills across all four simulation scenarios (p = 0.030, p = 0.037, p = 0.028, p = 0.028, respectively), as well as non-technical skills (including task management, teamwork, communication, sustained vigilance, crisis identification, decision-making, and self-confidence). The questionnaire responses indicated that students found the course enjoyable and helpful in improving their problem-solving skills. Furthermore, 97.3% of the students believed that the course enhanced their self-learning and teamwork skills, while 97.22% of students felt that it facilitated the mastery of anesthesia skills. Conclusions The combination of PBL and simulation-based teaching proves to be a highly effective approach in online anesthesia education. It stimulates students' interest in learning and fosters the development of critical thinking and non-technical skills.