Abstract
This article was migrated. The article was not marked as recommended. Teaching and learning of difficult airway management are considered to be an essential skill in anesthesiology.ObjectivesTo determine the learning achievement and relative growth scores by two educational techniques: simulation-based (SBL) and problem-based learning (PBL).MethodsThirty-six students were randomly divided into two groups: SBL and PBL in a crossover study design. Comparison the achievement scores and relative growth of knowledge between the two groups were analyzed.Results The baseline scores showed no differences between the two groups (19.8 ± 3.4) and (19.5 ± 2.8) respectively. After the learning courses, the posttest and gain scores of SBL: (24.2 ± 2.3) and (20.2 ± 16.0); significantly showed higher scores than that of PBL: (21.9 ± 2.9) and (10.4 ± 17.6) respectively. After six weeks, the baseline scores showed higher indifferently between the two groups: (25.0 ± 2.8) and (25.4 ± 3.4) respectively. Likewise, the posttest and gain scores of SBL: (27.8 ± 2.9) and (13.7 ± 22.6); appeared to increase as compared to that of PBL: (26.6 ± 2.2) and (8.9 ± 17.9) respectively.ConclusionStudents undergoing SBL showed higher achievement and relative growth scores as compared to PBL.
Highlights
Thirty-six students were randomly divided into two groups: simulation-based learning (SBL) and problem-based learning (PBL) in a crossover study design
Teaching and learning of difficult airway management are considered to be an essential skill in anesthesiology
Recent studies revealed that the management of the airway was the most sophisticated maneuver for all anesthesia providers, since it is related to morbidity and mortality circumstances[2, 3]
Summary
The baseline scores showed no differences between the two groups (19.8 ± 3.4) and (19.5 ± 2.8) respectively. The posttest and gain scores of SBL: (24.2 ± 2.3) and (20.2 ± 16.0); significantly showed higher scores than that of PBL: (21.9 ± 2.9) and (10.4 ± 17.6) respectively. The baseline scores showed higher indifferently between the two groups: (25.0 ± 2.8) and (25.4 ± 3.4) respectively. The posttest and gain scores of SBL: (27.8 ± 2.9) and (13.7 ± 22.6); appeared to increase as compared to that of PBL: (26.6 ± 2.2) and (8.9 ± 17.9) respectively
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