Pain Management

2018 ◽  
Keyword(s):  
Pain Management ◽  
Real Life ◽  
Problem Based Learning ◽  
Multiple Choice Questions ◽  
Comprehensive Review ◽  
Certification Exams ◽  
Lifelong Learner ◽  
Questions And Answers ◽  
American Society ◽  
Case Based

Pain Management: A Problem-Based Learning Approach provides a comprehensive review of the dynamic and ever-changing field of pain medicine. Its format, based on the American Society of Anesthesiologists model of Problem-Based Learning Discussions, incorporates a vast pool of practical, ABA board-exam-style multiple-choice questions for self-assessment. Each its 46 case-based chapters are accompanied by 20 questions and answers, scrambled and grouped in several real-life practice exams. The cases presented are also unique, as each chapter starts with a case description, usually a compilation of several actual cases; it then branches out through case-based questions, to increasingly complex situations. This structure is designed to create an authentic experience that mirrors that of an oral board examination. The discussion sections that follow offer a comprehensive approach to the chapter’s subject matter, thus creating a modern, complete, and up-to-date medical review of that topic. This book is equally a solid reference compendium of pain management topics and a comprehensive review to assist the general practitioner both in day-to-day practice and during preparation for certification exams. Its problem-based format makes it an ideal resource for the lifelong learner and the modern realities of education.

Neuroanesthesia: A Problem-Based Learning Approach

2018 ◽  
Author(s):  
Magdalena Anitescu
Keyword(s):  
Problem Based Learning ◽  
Learning Approach ◽  
Multiple Choice Questions ◽  
Self Assessment ◽  
Board Examination ◽  
Comprehensive Review ◽  
Certification Exams ◽  
American Society ◽  
American Society Of Anesthesiologists ◽  
Case Based

Neuroanesthesia: A Problem-Based Learning Approach provides a comprehensive review of the field of neuroanesthesia. Its format, inspired by the American Society of Anesthesiologists model of Problem-Based Learning Discussions, incorporates a pool of practical, ABA board-exam-style multiple choice questions for self-assessment. Each of its 29 case-based chapters start with a case description, usually a compilation of several actual cases; it then branches out through case-based questions to increasingly complex situations. The structure is designed to create an authentic experience that mirrors that of an oral board examination. The discussion sections that follow offer a comprehensive approach to the chapter’s subject matter, thus creating a modern, complete, and up-to-date review of the topic. This book is equally a solid reference compendium of neuronesthesia topics and a comprehensive review to assist the general anesthesiologist both in day-to-day practice and during preparation for certification exams.

Cardiac Anesthesia: A Problem-Based Learning Approach

2019 ◽  
Keyword(s):  
Problem Based Learning ◽  
Learning Approach ◽  
Practical Case ◽  
Clinical Scenario ◽  
Case Description ◽  
Medical Review ◽  
Cardiac Anesthesia ◽  
Multiple Choice Questions ◽  
Comprehensive Review ◽  
Case Based

Cardiac Anesthesia: A Problem-Based Learning Approach provides a comprehensive review of the dynamic and ever-changing field of cardiac anesthesia. Its problem-based format incorporates a vast pool of practical case-related questions as well as multiple choice questions at the end of the chapter. Each chapter starts with a case description, usually a compilation of several actual cases; it then branches out, through case-based questions, to increasingly complex situations. This structure is designed to create an authentic experience that mirrors working through the nuances of a complicated clinical scenario. The discussion sections that follow in each chapter offer a comprehensive approach to the chapter's subject matter, thus creating a modern, complete, and up-to-date medical review of that topic.

RELEVANSI PEMBELAJARAN IPA DAN PAI HUMANIS

Edupedia ◽  
2019 ◽  
Vol 4 (1) ◽  
pp. 13-21
Author(s):  
Subyanto ◽  
Kurniyatul Faizah
Keyword(s):  
Social Interaction ◽  
Real Life ◽  
Problem Based Learning ◽  
Role Playing ◽  
Natural Sciences ◽  
Discovery Learning ◽  
Islamic Education ◽  
Transfer Of Knowledge ◽  
The Real ◽  
Team Research

In Natural Sciences (IPA) there are three aspects of learning, they arenatural sciences as product, process, and strengthening attitudes. This natural sciences learning classification found relevance with Islamic education learning in the aspect of fiqh, theseare fiqh as a product and fiqh as a process. The types of humanistlearning arelearning other than as a product, because this learning is not just transfer of knowledge without rationality, so that the lesson is not able to take part in the real life of humanity. In the implementation, humanist learning can be carried out using several scientific approaches such as problem based learning, discovery learning, social interaction, role playing, team research, and other forms that are oriented to students involvementdirectly.

IPM—A Problem-based Learning Approach

HortScience ◽  
1998 ◽  
Vol 33 (3) ◽  
pp. 509e-509
Author(s):  
Robert P. Rice
Keyword(s):  
Pest Control ◽  
Test Performance ◽  
Management Strategies ◽  
Ornamental Plants ◽  
Real Life ◽  
Problem Based Learning ◽  
Control Measures ◽  
Learning Approach ◽  
Pest Monitoring ◽  
Use Of Resources

The Cal Poly philosophy of “Learn and Understand by Doing” has been integrated with problem-based learning and the use of the latest technology to produce a class that closely simulates real-life pest control situations. Goals of the class, Disease and Pest Control Systems for Ornamental Plants, are to teach students pest monitoring, control and problem solving techniques, the use of resources including the internet and journals, and the use of the latest pest control equipment and application techniques. Students are shown pest situations and then work in groups to diagnose the problem, investigate management strategies, apply control measures, and monitor results. Weekly class presentations inform the class of the various projects and help to teach the class organization and presentation skills. Student evaluations and test performance have demonstrated that students achieve class objectives substantially better with the problem-based learning approach than with the previous lecture-based approach to the class.

scholarly journals Audience Response Software as a Learning Tool in University Courses

2020 ◽  
Vol 10 (12) ◽  
pp. 350
Author(s):  
Ana María Díez-Pascual ◽  
María Pilar García García Díaz
Keyword(s):  
Mobile Devices ◽  
Information And Communication Technologies ◽  
Control Group ◽  
Audience Response ◽  
Multiple Choice Questions ◽  
Positive Effects ◽  
Frequency Of Use ◽  
Questions And Answers ◽  
Information And Communication ◽  
Teaching Learning

The use of information and communication technologies (ICTs) has become a fundamental tool in all areas of today’s society, including higher education. Lessons cannot be envisaged without the use of tools such as computers, tablets or mobile devices. Many lecturers use audience response systems (ARS) to keep their classes engaged. ARS software allows teachers to interact with students via polls, text responses, or multiple-choice questions displayed via their mobile devices. A new example of the use of this type of devices in education is gamification, a technique that uses a set of activities with ludic character as a learning methodology in order to facilitate the acquisition of knowledge and competences. One of the most used gamification tools is Kahoot!, a free learning application based on a mixture of game and creativity, which encourages attention and participation of students through questions and answers formulated by the teacher and designed in a way that students respond via their mobile phones. This paper examines the use of Kahoot! in a subject belonging to the chemistry area. In order to assess the benefits of this tool, it was tested in a group of students to review the knowledge and skills acquired during the theoretical lessons prior to the exams, and the academic results were compared with those of a control group of students who did not use the tool. The results demonstrate that the use of Kahoot! led to an improvement in the teaching–learning process of the students and a noteworthy rise in their marks, and that its positive effects rise with increasing the frequency of use of this didactic tool.

scholarly journals 1000. HIV and the Treatment-Experienced Patient: The Positive Impact of Case-Based Education on Physicians’ Competence and Confidence

2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S529-S529
Author(s):  
Simi Thomas Hurst ◽  
Don Blatherwick
Keyword(s):  
Positive Impact ◽  
Educational Effectiveness ◽  
Care Providers ◽  
Multiple Choice Questions ◽  
Activity Data ◽  
Noticeable Effect ◽  
Individualized Care ◽  
Post Assessment ◽  
Assessment Questions ◽  
Case Based

Abstract Background Despite therapeutic advances, treatment-experienced HIV patients can present a clinical challenge, even to experienced care providers. Table. Assessment of Educational Effectiveness Methods This study assessed the ability of digital education to improve HIV/ID specialists’ ability to develop tailored strategies for treatment-experienced patients. A CME/ABIM MOC/CE-certified, case-based, educational program was developed. Modeled after the interactive grand rounds approach, a “test then teach” strategy with multiple choice questions was used to elicit cognitive dissonance. Evidence-based feedback was provided following each response. Educational effectiveness was assessed with a repeated-pairs pre-/post-assessment study design; each individual served as his/her own control. A chi-square test assessed changes pre- to post-assessment. P values < 0.05 are statistically significant. Effect sizes were evaluated using Cramer’s V (< 0.05 modest; 0.06-0.15 noticeable effect; 0.16-0.26 considerable effect; > 0.26 extensive effect). The activity launched on a website dedicated to continuous professional development on 09/12/19. Data for this matched-learner analysis were collected through 11/06/19. Results To date, 14,181 HCPs (3128 physicians; 9518 nurses/NPs; 333 PAs; 172 pharmacists) have participated in the activity. Data from the subset of HIV/ID specialists (n=110) who answered all pre-/post-assessment questions during the initial study period were analyzed. Following activity participation, significant improvements were observed in the proportion of HIV/ID specialists who answered all assessment questions correctly (15% pre vs 81% post; P < .0001; V=.356). Improvements were also observed in several specific areas of assessment (Table). Additionally, 44% of HIV/ID specialists indicated they planned to modify their treatment approach for treatment experience patients because of participating in the education.Of note, this assessment also identified topics in which HIV/ID had a high degree of baseline knowledge. Conclusion Participation in this online, interactive, case-based, program significantly improved HIV/ID specialists’ ability to develop individualized care strategies for patients who are treatment experienced. Disclosures All Authors: No reported disclosures

American Society for Pain Management Nursing Position Statement: Prescribing and Administering Opioid Doses Based Solely on Pain Intensity

2016 ◽  
Vol 17 (3) ◽  
pp. 170-180 ◽  
Author(s):  
Chris Pasero ◽  
Ann Quinlan-Colwell ◽  
Diana Rae ◽  
Kathleen Broglio ◽  
Debra Drew
Keyword(s):  
Pain Management ◽  
Pain Intensity ◽  
Position Statement ◽  
American Society

A problem-based learning course in physiology for undergraduate and graduate basic science students.

1998 ◽  
Vol 275 (6) ◽  
pp. S16 ◽  
Author(s):  
S Mierson
Keyword(s):  
Small Group ◽  
Professional Education ◽  
Basic Science ◽  
Clinical Laboratory ◽  
Team Building ◽  
Real Life ◽  
Problem Based Learning ◽  
Laboratory Research ◽  
Science Students ◽  
Organ Systems

In small-group problem-based learning (PBL), students work cooperatively to solve complex, real-world problems. The problems lead the students to learn basic concepts rather than being presented as applications of concepts they have already learned. The goals are for students to learn and be able to apply the disciplinary content, develop critical thinking abilities, and acquire skills of life-long learning, communication, and team building. PBL has been widely used in recent years in medical and related areas of professional education. In those settings each small group typically has its own faculty facilitator. PBL can be successfully adapted for teaching undergraduate and graduate basic science students, in part by having multiple groups meet in one room with a roving facilitator. This report describes a two-semester PBL sequence in organ-systems physiology. To keep the interest of a diverse group of seniors and graduate students, several types of problems were used: clinical, laboratory research-based, real-life scenarios, and published research articles. The majority of students have responded enthusiastically.

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