Comparison between lecture-based approach and case/problem-based learning discussion for teaching pre-anaesthetic assessment

Carrero, Enrique; Gomar, C.; Penzo, Wilma; Rull, M.

doi:10.1017/s0265021506002304

Cited by 35 publications

(33 citation statements)

References 11 publications

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“…According to the questionnaire results and the tutors, students showed more enthusiasm for PBL rather than LBL. It is reported that learning is most effective when students are actively involved in PBL28. Therefore, our results were consistent with previous conclusions, which may improve the application of lesion-based theory to practical knowledge as well as achieving specific goals.…”

Section: Discussionsupporting

confidence: 92%

Assessing the Effectiveness of Problem-Based Learning of Preventive Medicine Education in China

Ding

Zhao

Chu

et al. 2014

Sci Rep

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Problem-based learning (PBL) is defined as a student-centered pedagogy which can provide learners more opportunities for application of knowledge acquired from basic science to the working situations than traditional lecture-based learning (LBL) method. In China, PBL is increasingly popular among preventive medicine educators, and multiple studies have investigated the effectiveness of PBL pedagogy in preventive medicine education. A pooled analysis based on 15 studies was performed to obtain an overall estimate of the effectiveness of PBL on learning outcomes of preventive medicine. Overall, PBL was associated with a significant increase in students' theoretical examination scores (SMD = 0.62, 95% CI = 0.41–0.83) than LBL. For the attitude- and skill-based outcomes, the pooled PBL effects were also significant among learning attitude (OR = 3.62, 95% CI = 2.40–5.16), problem solved skill (OR = 4.80, 95% CI = 2.01–11.46), self-directed learning skill (OR = 5.81, 95% CI = 3.11–10.85), and collaborative skill (OR = 4.21, 95% CI = 0.96–18.45). Sensitivity analysis showed that the exclusion of a single study did not influence the estimation. Our results suggest that PBL of preventive medicine education in China appears to be more effective than LBL in improving knowledge, attitude and skills.

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Section: Discussionsupporting

confidence: 92%

Assessing the Effectiveness of Problem-Based Learning of Preventive Medicine Education in China

Ding

Zhao

Chu

et al. 2014

Sci Rep

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“…We fully agree with Carrero and colleagues [1] that the impact of problem-based learning discussion on long-term acquisition of knowledge, skills and attitude should be defined. As described by these authors, the immediate retention of knowledge could be evaluated by a 'pre-tests and post-tests' objective tool.…”

supporting

confidence: 74%

“…In conclusion, now that problem-based learning is being introduced into anaesthesiology residents training programmes [1,3,4], our study showed that it may be applied for teaching not only clinical subjects, but also ethical reasoning. We fully agree with Carrero and colleagues [1] that the impact of problem-based learning discussion on long-term acquisition of knowledge, skills and attitude should be defined.…”

mentioning

confidence: 75%

“…We have read with great interest the article by Carrero and colleagues [1] comparing lecture-based approach and case/problem-based learning discussion for teaching pre-anaesthetic assessment. The authors found, in two groups of first year anaesthesiology residents, that the effectiveness of the two educational methods differed little in terms of improving participants' immediate knowledge of the topic of 'pre-anaesthetic assessment'.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Case/problem-based learning discussion for teaching ethics to anaesthesiology residents

Yazigi

Madi-Jebara

Richa

et al. 2008

European Journal of Anaesthesiology

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“…The major advantages of PBL include deepening students' critical thinking, stimulating students' interests in their areas of study, motivating students' problem solving and therefore engagement [22] [23] [24] . However, the challenges do exist for the academically under-prepared student groups or when lack of appropriate tutor resources [25] [26] .…”

Section: Review Of Evidence-based Teaching Methodologiesmentioning

confidence: 99%

Effectuating Evidence-based Transformative Pedagogical Approaches in STEM Foundational Courses—A Pilot Study

Zhao¹,

Majid²,

Montgomery³

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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A critical juncture in the undergraduate STEM education pathway is the first two years of college when the majority of attrition occurs because students experience many academic challenges in gatekeeping courses. Among many factors to this failure, an important one is attributed to the lack of engaging pedagogy inside and outside classrooms. Through this NSF WIDER Program sponsored planning project, a team of faculty and administrators at Alabama Agricultural and Mechanical University (AAMU) are implementing evidence-based instructional practices in foundation courses in STEM curricula. Recognizing that it is essential to implement effective pedagogy in gateway courses where most attrition occurs, this project has conducted a pilot study, which focuses on: (1) collecting baseline data about the extent to which evidencebased practices are currently being used in STEM gateway courses; (2) redesigning three foundational gateway courses in electrical engineering, computer science and mathematics by applying evidence-based teaching strategies-student-centered problem-based teaching(SC-PBT), example-based teaching, and just-in-time teaching (JITT); (3) incorporating classroom and laboratory activities that require active student engagement, conceptual understanding, critical thinking, and problem-solving; and (4) Employing model students to lead Supplementary Instruction (SI) courses with evidence-based peer-to-peer learning strategies. The student assessment data indicated the effectiveness of the evidence-based instructional practices, the SI peer-to-peer learning strategies, as well as existing engagement challenges. In addition, positive feedback was obtained from the student survey data on the redesigned courses. The broader impact of this project is twofold. First, data generated through assessment and evaluation is expected to support the theoretical rationale that systematic change in STEM education must include a wide spectrum of stakeholders (administrators, faculty, staff, and students). Secondly, dissemination of the results of this work is expected to provide a model for institutional implementation of evidence-based practices at colleges or universities of similar size and/or student body demographics as AAMU, a land-granted minority serving university.

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Comparison between lecture-based approach and case/problem-based learning discussion for teaching pre-anaesthetic assessment

Abstract: The effectiveness of lecture and case/problem-based learning discussion differed little in terms of improving participants' immediate knowledge of 'pre-anaesthetic assessment'.

Cited by 35 publications

References 11 publications

Assessing the Effectiveness of Problem-Based Learning of Preventive Medicine Education in China

Assessing the Effectiveness of Problem-Based Learning of Preventive Medicine Education in China

Case/problem-based learning discussion for teaching ethics to anaesthesiology residents

Effectuating Evidence-based Transformative Pedagogical Approaches in STEM Foundational Courses—A Pilot Study

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