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Comparison between lecture-based approach and case/problem-based learning discussion for teaching pre-anaesthetic assessment

Published online by Cambridge University Press:  01 December 2007

E. Carrero ,
C. Gomar ,
W. Penzo  and
M. Rull
E. Carrero*
Affiliation:
University of Barcelona, Hospital Clínic, Department of *Anaesthesiology, Barcelona, Spain
C. Gomar
Affiliation:
University of Barcelona, Hospital Clínic, Department of *Anaesthesiology, Barcelona, Spain
W. Penzo
Affiliation:
University of Barcelona, Hospital Clínic, Departments of †Clinical Psychology, Barcelona, Spain
M. Rull
Affiliation:
Hospital Universitari de Tarragona Joan XXIII, Department of Anaesthesiology, Tarragona, Spain
*
Correspondence to: Enrique Carrero, Department of Anaesthesiology, Hospital Clínic, University of Barcelona, Villarroel 170, 08036, Barcelona, Spain. E-mail: ecarrero@clinic.ub.es; Tel: +34 93 2275558; Fax: +34 93 2275454
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Summary

Background and objective

The case/problem-based learning discussion method was recently introduced into the theory-based training program for residents run by the Catalan Society of Anaesthesiology. This study was designed to assess and compare its effectiveness with that of the lecture-based approach for teaching pre-anaesthetic assessment, applying an objective tool for knowledge evaluation before and after teaching.

Methods

A prospective randomized study of two consecutive year groups of first year anaesthesiology residents was conducted. Twenty-nine residents attended a lecture, and 25, a case/problem-based learning discussion session. Their knowledge of pre-anaesthetic assessment was assessed before and after the teaching session with tests on four different clinical cases measuring six fields: (1) ‘recognizing clinical data with anaesthetic implications’; (2) ‘reasoning clinical data with anaesthetic implications’; (3) ‘ASA class’; (4) ‘Mallampati class’; (5) ‘choice of anaesthetic technique’; (6) ‘reasoning choice of anaesthetic technique’.

Results

Before the teaching session, the lecture group scored significantly higher on field 1 (P = 0.006). Both teaching methods improved scores on fields 1, 2 and 4. The case/problem group also improved on fields 3 and 6. After the teaching session, the field 1 score was still significantly higher in the lecture group (P = 0.005), and the field 3 score was significantly higher in the case/problem group (P = 0.044).

Conclusions

The effectiveness of lecture and case/problem-based learning discussion differed little in terms of improving participants’ immediate knowledge of ‘pre-anaesthetic assessment’.

Keywords

EDUCATIONRESEARCH DESIGNPROSPECTIVE STUDIESRANDOMIZED CONTROLLED TRIALSMETHODSEDUCATIONAL MEASUREMENT, knowledgeANAESTHESIAINTERNSHIP AND RESIDENCYTEACHING, lectures, problem-based learning
Type
Original Article
Information
European Journal of Anaesthesiology , Volume 24 , Issue 12 , December 2007 , pp. 1008 - 1015
Copyright
Copyright © European Society of Anaesthesiology 2007

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