is an assistant professor and education innovator at the Wake Forest School of Medicine Nurse Anesthesia Program, Winston-Salem, North Carolina, and the director of simulation at the Bowman Gray Center for Experiential and Applied Learning, Winston-Salem. Email:
is a clinical CRNA and clinical coordinator in Maine.
AANA J. 2021 Apr;89(2):117-124.
Problem-based learning (PBL) allows students to address knowledge deficits by providing them with a clinical case so that they explore all aspects of patient care. The advantages of PBL for students include improving critical thinking skills, increased clinical reasoning, and exposure to self-directed learning. Although PBL is commonly used in medical education, it seems to be seldom used in nurse anesthesia education. An evidence-based review was conducted to identify barriers to implementing PBL and methods to address these barriers. Common barriers to PBL implementation were categorized as faculty resistance, student concerns, and resource limitations. Interventions to help address these barriers were presented to aid nurse anesthesia educators in incorporating PBL into the curriculum.
以问题为基础的学习（Problem-based learning，PBL）通过为学生提供临床病例，让他们探索患者护理的各个方面，从而帮助学生解决知识缺陷问题。PBL 对学生的益处包括提高批判性思维能力、增强临床推理能力和接触自主学习。虽然 PBL 在医学教育中被广泛应用，但它在护士麻醉教育中的应用似乎很少。进行了一项基于证据的综述，以确定实施 PBL 的障碍以及解决这些障碍的方法。实施 PBL 的常见障碍被归类为教师阻力、学生关注和资源限制。提出了一些干预措施来帮助解决这些障碍，以帮助护士麻醉教育者将 PBL 纳入课程。
