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.

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.

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.

Teaching Outbreak Investigations with an Interactive Blended Learning Approach

2021 ◽  
pp. e20200077
Author(s):  
Veronica Duckwitz ◽  
Lena Vogt ◽  
Claudia Hautzinger ◽  
Alexander Bartel ◽  
Jeelka Reinhardt ◽  
...  
Keyword(s):  
Public Health ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Interdisciplinary Approach ◽  
Learning Approach ◽  
Practical Case ◽  
Clinical Phase ◽  
Outbreak Investigations ◽  
Case Based

Public health is a central but often neglected component of veterinary education. German veterinary public health (VPH) education includes substantial theory-focused lectures, but practical case studies are often missing. To change this, we combined the advantages of case-based teaching and blended learning to teach these topics in a more practical and interactive way. Blended learning describes the combination of online and classroom-based teaching. With it, we created an interdisciplinary module for outbreak investigations and zoonoses, based on the epidemiology, food safety, and microbiology disciplines. We implemented this module within the veterinary curriculum of the seventh semester (in the clinical phase of the studies). In this study, we investigated the acceptance of this interdisciplinary approach and established a framework for the creation of interactive outbreak investigation cases that can serve as a basis for further cases. Over a period of 3 years, we created three interactive online cases and one interactive in-class case and observed the student-reported evaluation of the blended learning concept and self-assessed learning outcomes. Results show that 80% (75–89) of students evaluated the chosen combination of case-based and blended learning for interdisciplinary teaching positively and therefore accepted it well. Additionally, 76% (70–98) of students evaluated their self-assessed learning outcomes positively. Our results suggest that teaching VPH through interdisciplinary cases in a blended learning approach can increase the quality of teaching VPH topics. Moreover, it provides a framework to incorporate realistic interdisciplinary VPH cases into the curriculum.

scholarly journals Integrating competency-based education with a case-based or problem-based learning approach in online health sciences

2020 ◽  
Vol 21 (4) ◽  
pp. 683-696
Author(s):  
Ilse Johanna Sistermans
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Problem Based Learning ◽  
Health Science ◽  
Learning Activities ◽  
Learning Approach ◽  
Competency Based Education ◽  
Case Based Learning ◽  
Competency Based ◽  
Case Based

AbstractIn the current competitive and globalized economy, employers and professional organizations call for higher education institutions to deliver graduates with relevant competencies and skills. In response, a growing number of higher educational institutions is introducing competency-based education. This is particularly true for health science programs, which have a tradition of applying a case-based or problem-based learning approach. The effort to merge a problem- or case-based online learning approach with competency-based education offers various opportunities, while facing numerous challenges. To support these efforts, this paper aims at identifying suitable practices, as well as challenges for online course design and online learning activities for higher education health science programs, when integrating competency-based education with an online problem-based and/or case-based learning approach. It found various opportunities for online learning activities that support competency-based education, problem-based learning and case-based learning, whereas challenges relate to logistics, administration, and the affordances of an LMS.

Anesthesiology: A Problem-Based Learning Approach

2018 ◽  
Author(s):  
Magdalena Anitescu
Keyword(s):  
Surgical Procedures ◽  
Problem Based Learning ◽  
Learning Approach ◽  
Evidence Based ◽  
Comprehensive Overview ◽  
Progressive Technology ◽  
Interesting Reading ◽  
Case Based

Anesthesiology - A problem based learning discussion is a textbook which will give a comprehensive overview of general anesthesiology. The case based problem learning discussions allow for more interesting reading and possibly better retention of information. With progressive technology, advanced surgical procedures have been introduced, and confounding complications need to be anticipated and managed. Anesthetic technologies have also progressed and enhanced surgical advancements, This textbook will effectively address current surgical procedures and their anesthetic implications in evidence based learning approach. This textbook will undoubtedly be an asset to trainees, as well as practicing anesthesiologists.

THE EFFECTIVENESS OF PROBLEM-BASED LEARNING APPROACH IN THE TEACHING OF HANG STYLE LONG JUMP

2020 ◽  
Vol 13 (2) ◽  
pp. 24-30
Author(s):  
Octavianus Cahyanto Adhie
Keyword(s):  
Physical Education ◽  
Learning Outcomes ◽  
Quantitative Research ◽  
School Context ◽  
Problem Based Learning ◽  
Learning Approach ◽  
Learning Improvement ◽  
Learning Attitudes ◽  
Long Jump ◽  
Students Attitudes

The learning improvement of physical education can be done through implementing learning approach which is suitable for 21st Century era. This research is a descriptive quantitative research which aims to describe the effectiveness of the hang style long jump learning using problem-based learning approach based on students’ learning outcomes and attitude in vocational high school context. The subject of the research were students of  X ATR 1 and X TKRO 1 students of SMKN 1 Cangkringan. The data were obtained from the result of observation sheets, learning outcome tests, and questionnaire of students’ attitudes towards learning. The result showed that hang style long jump learning using problem-based learning approach was effective based on students’ learning outcomes and learning attitudes. The passing students reached 100% for X ATR 1 students and 80,65% for X TKRO 1 students.  The students’ learning attitudes towards physical education subject in the category of minimum more than 80% high were 100% for X ATR 1 students and 90.32% for X TKRO 1 students.

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