The Integration of Problem-based Learning and Case-based Learning Approach in Clinical Anesthesia Education

Abstract

Objective: This study aims to assess the effectiveness of integrating problembased learning (PBL) and case-based learning (CBL) in clinical anesthesia education, specifically focusing on neuraxial anesthesia. Methods: A total of 100 interns were randomly assigned to the experimental group (n=50) or the traditional group (n=50). The experimental group received anesthesia education using a combined PBL-CBL approach, while the traditional group received conventional didactic lectures. The interns' performance was evaluated through post-class quiz scores and procedural skills scores. A satisfaction survey was conducted to assess overall satisfaction with teaching, and self-evaluations were used to measure interns' perceptions of the learning experience. Results: The experimental group demonstrated significantly higher scores on post-class quizzes and procedural skills compared to the traditional group (p<0.05). The overall satisfaction rate was also significantly higher in the experimental group (p<0.05). Additionally, the self-evaluations revealed that the experimental group reported significantly higher scores in five dimensions: enhancing learning motivation, fostering interest, promoting collaboration, improving critical thinking, and enhancing clinical skills (p<0.05). Conclusion: The integration of PBL and CBL in clinical anesthesia education, specifically in the context of neuraxial anesthesia, proves effective in improving knowledge acquisition, procedural skills, satisfaction levels, and self-perceptions of learning among interns. This approach holds promise for enhancing the quality of clinical anesthesia education and preparing future anesthesiologists for clinical practice.