Abstract
The teaching curriculum in anesthesia involves traditional teaching methods like topic-based didactic lectures, seminars, and journal clubs; intraoperative apprenticeship; and problem-based learning (PBL) and simulation. The advantages of incorporating PBL in anesthesia teaching include development of skills like clinical reasoning, critical thinking, and self-directed learning; in addition it also helps in developing a broader perspective of case scenarios. The present paper discusses the characteristics, key elements, and goals of PBL; various PBL methods available; lacunae in the existing knowledge of PBL research; its current status and future perspectives in anesthesia teaching.
Highlights
The postgraduate (PG) medical education and training in anesthesia have undergone advanced transformation in the last decade due to growing interest in anesthesia and pain management specialty, accessible internet services, and availability of various learning and skill acquisition courses
The objective of this paper is to present problem-based learning (PBL) philosophy and taxonomy, to report on the PBL research in anesthesia, and to recommend new directions for further PBL research in anesthesia teaching
There has been a lot of debate on the spectrum of assessment methods used for various PBL research works
Summary
The postgraduate (PG) medical education and training in anesthesia have undergone advanced transformation in the last decade due to growing interest in anesthesia and pain management specialty, accessible internet services, and availability of various learning and skill acquisition courses. Problem-based learning is a student-centered pedagogy in which students in small groups learn about a subject through the experience of problem solving. In classical or inquiry-based PBL, students are given a planned, contextualized patient problem along with the resources for the self-directed learning. Inquiry-based PBL has been studied to a limited extent in anesthesia and is not widely practiced in anesthesia PG teaching. Case studies or casebased discussion is a type of PBL, which is most widely and routinely practiced in anesthesia PG teaching. In this method, a complete organized case is given to the students for study prior to class discussions, which is facilitated by a tutor and is a combination of student and teacher directed learning. No previous detailed reviews discussing the status of PBL research in anesthesia teaching have been published
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