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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

2005; Taylor & Francis; Volume: 27; Issue: 4 Linguagem: Inglês

10.1080/01421590500151021

1466-187X

Getúlio Rodrigues de Oliveira Filho, Leonardo Schonhorst,

Simulation-Based Education in Healthcare

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-millimetre 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.