P ediatric Anesthesia: A Problem-Based Learning Approach by Lalwani et al provides a concise, problem-based learning methodology as an educational tool to build clinical knowledge and decision-making skills. The use of a problem-based learning approach for learners and consultants has shown to foster reflection through learning and experience and to improve clinical practice and patient care.1 This book is a valuable resource that sets out to undertake common pediatric conditions and approaches them in a way that fosters learning and knowledge retention for daily clinical practice and reference. Rather than focusing solely on the information, it helps the reader learn how to approach clinical problems. In this regard, it is a clinical resource that practitioners have likely been seeking and one that trainees would value during residency, fellowships, and current clinical practices. Several aspects of this book make it a unique resource for learning and set it apart from other textbooks in pediatric anesthesia. Most valuable is its incorporation of a problem-based learning educational format to engage the reader. Since the introduction of problem-based learning into medical curriculums in the late 1960s, it has been widely incorporated into medical education, but comparatively few textbooks use this as their primary method to facilitate learning. Lalwani et al use the problem-based learning format effectively in this respect with learning modules presented first as clinical cases and a series of directed questions that promote further inquiry followed by a concise detailed summary covering virtually all aspects that should be explored and answered about the clinical presentations. Finally, self-evaluation occurs through a series of multiple-choice questions followed by answers with provided rationales. This approach engages the reader to actively think through clinical presentations and problems, use cases and questions to facilitate self-study, and further synthesize knowledge through each detailed summary and self-examination. The true essence of evidence-based discussion takes place using case description and discussion, reflection, and evaluating one’s learning (which this book effectively demonstrates) throughout each section and chapter. Using this style of problem-based learning method is truly unique to this book and offers the reader a better opportunity to grasp the concepts and topics for knowledge assessment and retention. The authors and editors have outstanding qualifications and positions with involvement in various departments surrounding the subspecialty of pediatric anesthesiology including directors of pediatric fellowship programs and those with expertise in faculty development, education, and perioperative assessment testing. Most authors and editors contributing to this book have affiliations or direct clinical practices in major pediatric hospitals and academic institutions in the United States. The book covers a range of relevant topics to pediatric anesthesia training. Sections are broadly organized into 11 areas: prematurity and neonatal surgery; cardiovascular; thoracic; head, neck, and respiratory; neuromuscular and spine; gastrointestinal; renal and urinary; endocrine and metabolic system; hematologic system; pediatric pain; and miscellaneous topics. Within each section, the case-based learning modules and format are easy-to-read, and many sections provide adequate background information, definitions of clinical conditions, in-depth presentations of clinical cases and pathologies, differential diagnoses for presentations, anesthetic considerations specific to pediatric cases and conditions, and perioperative management in all stages of anesthesia care. Some sections could benefit from including more color pictures, figures, and summary tables to help satisfy those who learn best or retain knowledge from visual representation. Sections that included these components greatly facilitated knowledge retention of specific topics, and these were often helpful as a means to further explain or represent the text or content being discussed. Another suggestion in future additions or upcoming texts in this series would be to have the formatting within each section more standardized so that key components are consistently addressed and more uniform, which we understand is challenging when a large number of authors are writing the chapters. An electronic version is also available. Overall, we definitely recommend this book to others in our profession especially colleagues with an interest in or practicing pediatric anesthesia and as a supplemental resource for those with an existing knowledge of pediatric anesthesia practice. This will only enhance their current knowledge application to specialized pediatric conditions and presentations. In the future, we anticipate and look forward to this series continuing to expand on current books and topics and incorporating the problem-based learning style learning approach to other aspects in anesthesia practice including obstetrics, trauma, and critical care. This would surely benefit learners and practitioners at all stages of their training and careers. Stefanie Smulski, MDDepartment of Anesthesia and Pain MedicineThe Hospital for Sick ChildrenUniversity of TorontoToronto, Canada David Faraoni, MD, PhD, FAHADivision of Cardiac AnesthesiaDepartment of Anesthesia and Pain MedicineThe Hospital for Sick ChildrenUniversity of TorontoToronto, Canada[email protected]
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Open Access
Dec 1, 2023
William Lim 
