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首页> 外文期刊>Saudi Journal of Anaesthesia >Status of problem based learning in postgraduate anesthesia teaching: A cross-sectional survey
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Status of problem based learning in postgraduate anesthesia teaching: A cross-sectional survey

机译：基于问题的学习在研究生麻醉教学中的地位：横断面调查

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Background: Anesthesia is a specialized branch of medicine with a very narrow margin of error. Incorporation of problem-based learning (PBL) in anesthesia post-graduate (PG) teaching enhances the critical thinking and problem-solving skills. It also helps in developing a broader prospective of clinical case scenarios. Case based discussions (CBD) are most widely practiced out of all PBL methods in anesthesia PG teaching. Materials and Methods: We conducted an anonymous questionnaire based, cross-sectional survey among 62 anesthesia residents from various medical institutions in a city of Delhi, India. We aimed to assess the current status of PBL by assessing the student satisfaction with CBD in anesthesia PG teaching, educational objectives accomplished with CBD and effectiveness of teaching curriculum in PG teaching with suggested modifications, if any. Result and Conclusion: We observed that CBD is lacking in many important key areas of PBL e.g., formulation of objectives, communication on the content and direction of PBL, facilitation skills, supplementation of inadequacies of CBD. However, CBD seems to be a valid method of PBL in terms of the educational objectives accomplished with it but increased motivation for learning is required. Majority of the students felt that PG teaching curriculum should be centralized, with increased emphasis on open interactive sessions regarding its effectiveness.
机译：背景：麻醉是医学的专门分支，其误差幅度非常窄。将基于问题的学习（PBL）并入麻醉学研究生（PG）教学中，可以提高批判性思维和解决问题的能力。它还有助于开发更广阔的临床案例。在麻醉PG教学中，基于案例的讨论（CBD）在所有PBL方法中得到最广泛的实践。材料和方法：我们对来自印度德里市各种医疗机构的62名麻醉患者进行了匿名问卷调查，横断面调查。我们旨在通过评估学生在麻醉性PG教学中对CBD的满意度，通过CBD实现的教育目标以及在PG教学中教学课程的有效性（如果有建议的话）来评估PBL的现状。结果与结论：我们观察到，在PBL的许多重要关键领域都缺乏CBD，例如目标制定，关于PBL的内容和方向的沟通，促进技能，对CBD不足的补充。然而，就实现CBD的教育目标而言，CBD似乎是一种有效的PBL方法，但需要更多的学习动力。大多数学生认为PG教学课程应集中管理，并更多地关注公开互动课程的有效性。

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