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基于问题的学习在研究生麻醉教学中的现状：一项横断面调查。

Status of problem based learning in postgraduate anesthesia teaching: A cross-sectional survey.

作者信息

Chilkoti Geetanjali, Wadhwa Rachna, Kumar Ashok

机构信息

Department of Anesthesiology and Critical Care, University College of Medical Sciences and Guru Teg Bahadur Hospital, Shahdara, New Delhi, India.

出版信息

Saudi J Anaesth. 2015 Jan;9(1):64-70. doi: 10.4103/1658-354X.146316.

DOI:10.4103/1658-354X.146316
PMID:25558202
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC4279353/
Abstract

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.

摘要

背景

麻醉学是医学的一个专业分支，容错率极低。将基于问题的学习（PBL）纳入麻醉学研究生（PG）教学可提高批判性思维和解决问题的能力。它还有助于培养对临床病例情况更广泛的视野。在麻醉学PG教学的所有PBL方法中，基于病例的讨论（CBD）应用最为广泛。

材料与方法

我们在印度德里市的各医疗机构对62名麻醉学住院医师进行了一项基于匿名问卷的横断面调查。我们旨在通过评估学生对麻醉学PG教学中CBD的满意度、CBD实现的教育目标以及PG教学课程的有效性（如有建议的修改）来评估PBL的现状。

结果与结论

我们观察到CBD在PBL的许多重要关键领域存在不足，例如目标的制定、PBL内容和方向的沟通、促进技巧、弥补CBD的不足。然而，就通过CBD实现的教育目标而言，CBD似乎是一种有效的PBL方法，但需要提高学习动机。大多数学生认为PG教学课程应该集中化，更加注重关于其有效性的开放互动环节。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/a788/4279353/1143c2ca523a/SJA-9-64-g011.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/a788/4279353/13a4f8429cee/SJA-9-64-g002.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/a788/4279353/48492b79be6c/SJA-9-64-g003.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/a788/4279353/790604ff236b/SJA-9-64-g004.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/a788/4279353/2105ebc6364e/SJA-9-64-g005.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/a788/4279353/97bc6df91dac/SJA-9-64-g006.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/a788/4279353/af065be3ead9/SJA-9-64-g007.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/a788/4279353/644dff5bc1c9/SJA-9-64-g008.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/a788/4279353/5c9a2509f4e5/SJA-9-64-g009.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/a788/4279353/1143c2ca523a/SJA-9-64-g011.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/a788/4279353/13a4f8429cee/SJA-9-64-g002.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/a788/4279353/48492b79be6c/SJA-9-64-g003.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/a788/4279353/790604ff236b/SJA-9-64-g004.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/a788/4279353/2105ebc6364e/SJA-9-64-g005.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/a788/4279353/97bc6df91dac/SJA-9-64-g006.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/a788/4279353/af065be3ead9/SJA-9-64-g007.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/a788/4279353/644dff5bc1c9/SJA-9-64-g008.jpg
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