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Problem-based learning implementation in an intensive course of anaesthesiology: a preliminary report on residents' cognitive performance and perceptions of the educational environment

De Oliveira Filho, Getúlio Rodrigues ; Schonhorst, Leonardo

Medical teacher, 2005-06, Vol.27 (4), p.382-384 [Peer Reviewed Journal]

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  • Title:
    Problem-based learning implementation in an intensive course of anaesthesiology: a preliminary report on residents' cognitive performance and perceptions of the educational environment
  • Author: De Oliveira Filho, Getúlio Rodrigues ; Schonhorst, Leonardo
  • Subjects: Anesthesiology - education ; Internship and Residency ; Students, Medical - psychology ; Humans ; Thinking ; Brazil ; Education, Medical, Undergraduate ; Adult ; Female ; Male ; Problem-Based Learning ; Index Medicus
  • Is Part Of: Medical teacher, 2005-06, Vol.27 (4), p.382-384
  • Description: The authors describe the implementation of problem-based learning (PBL) in an introductory course to anaesthesiology (ICA) traditionally administered in teacher-centred formats. The study was performed during the 2003 and 2004 courses. Seven residents participated in ICA2003 and 5 in ICA2004. Courses covered pre- and post-anaesthesia care, airway management, pharmacology of anaesthetics, and neuraxial blocks. Lectures, demonstrations and PBL were used in ICA2003. Only PBL was used in ICA2004. ICA2003 residents' perceptions of the contribution of learning formats to solving post-tests were assessed on 100-milimetre visual analogue scales (VASs). Pre-tests, post-tests and the Dundee Ready Education Environment Measure (DREEM) measured outcomes. Pooled mean VAS scores of the perceived contribution of learning formats to the acquisition of knowledge were significantly greater for PBL (81 ± 13.1 mm) than for lectures (71.96 ± 16.7 mm) or practical demonstrations (74 ± 16.9 mm). Pooled mean scores of pre-test and post-tests were 5.21 ± 2.18 and 8.50 ± 1.69 in ICA2003 (p < 0.05), and 5.63 ± 1.83 and 8.98 ± 1.13 in ICA2004 (p < 0.05), respectively. Pooled pre-test, post-test and DREEM global scores did not differ between courses. PBL may effectively address basic topics in anaesthesiology during intensive learning episodes.
  • Publisher: England: Informa UK Ltd
  • Language: English
  • Identifier: ISSN: 0142-159X
    EISSN: 1466-187X
    DOI: 10.1080/01421590500151021
    PMID: 16024425
  • Source: © ProQuest LLC All rights reserved

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