scholarly journals Problem-Based Learning Research in Anesthesia Teaching: Current Status and Future Perspective

2014 ◽  
Vol 2014 ◽  
pp. 1-7 ◽  
Author(s):  
G. Chilkoti ◽  
M. Mohta ◽  
R. Wadhwa ◽  
A. K. Saxena
Keyword(s):  
Teaching Methods ◽  
Problem Based Learning ◽  
Current Status ◽  
Future Perspective ◽  
Traditional Teaching ◽  
Self Directed Learning ◽  
Journal Clubs ◽  
Traditional Teaching Methods ◽  
Directed Learning ◽  
Teaching Curriculum

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.

scholarly journals Virtual reality mobile application to improve videoscopic airway training: A randomised trial

2021 ◽  
Vol 50 (2) ◽  
pp. 141-148
Author(s):  
Ying Wei Yau ◽  
Zisheng Li ◽  
Mui Teng Chua ◽  
Win Sen Kuan ◽  
Gene Wai Han Chan
Keyword(s):  
Virtual Reality ◽  
Teaching Methods ◽  
Mobile Application ◽  
Intervention Group ◽  
Control Group ◽  
Traditional Teaching ◽  
Successful Intubation ◽  
Self Directed Learning ◽  
Traditional Teaching Methods ◽  
Directed Learning

Introduction: Flexible bronchoscopic intubation (FBI) is an important technique in managing an anticipated difficult airway, yet it is rarely performed and has a steep learning curve. We aim to evaluate if the integration of virtual reality gaming application into routine FBI training for emergency department doctors would be more effective than traditional teaching methods. Methods: We conducted a randomised controlled trial to compare self-directed learning using the mobile application, Airway Ex* in the intervention group versus the control group without use of the mobile application. All participants underwent conventional didactic teaching and low-fidelity simulation with trainer’s demonstration and hands-on practice on a manikin for FBI. Participants randomised to the intervention arm received an additional 30 minutes of self-directed learning using Airway Ex, preloaded on electronic devices while the control arm did not. The primary outcome was time taken to successful intubation. Results: Forty-five physicians (20 junior and 25 senior physicians) were enrolled, with male predominance (57.8%, 26/45). There was no difference in time taken to successful intubation (median 48 seconds [interquartile range, IQR 41–69] versus 44 seconds [IQR 37–60], P=0.23) between the control and intervention groups, respectively. However, the intervention group received better ratings (median 4 [IQR 4–5]) for the quality of scope manipulation skills compared to control (median 4 [IQR 3–4], adjusted P=0.03). This difference remains significant among junior physicians in stratified analysis. Conclusion: Incorporating virtual reality with traditional teaching methods allows learners to be trained on FBI safely without compromising patient care. Junior physicians appear to benefit more compared to senior physicians. Keywords: Airway management, emergency medicine, intubation, simulation education, virtual reality

scholarly journals Research on the Influence of Interactive Teaching Method on the Learning Effect of College English

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Ying Yang
Keyword(s):  
Teaching Methods ◽  
Global Economy ◽  
English Language ◽  
Teaching Method ◽  
Teaching Style ◽  
Traditional Teaching ◽  
Self Directed Learning ◽  
Interactive Teaching ◽  
Teaching Mode ◽  
Traditional Teaching Methods

English has been a subject in the university classroom since the 1980s. This subject helps produce more excellent talents in economics, politics, and culture who are proficient in English language in China, and enable our country to better integrate with the global economy. At the same time, the relationship between our country and the international community has become closer. However, the social environment is constantly developing and changing. The traditional teaching methods can be said to be ineffective and associated with many shortcomings. Traditional teaching methods were used in the English lessons. Under this teaching mode, students were the passive subjects on the receiving end of what have been taught. The teacher was always talking in the classroom and the students were listening. This teaching style also affects the effectiveness of learning. Compared with traditional teaching, interactive teaching method has its unique advantages. It is a new teaching mode and under this teaching mode, students can actively communicate with teachers in the classroom to complete learning tasks. The initiative to perform self-directed learning is also greatly improved, and the students’ English proficiency can be improved.

scholarly journals The Innovation Process of Teaching Methods Specialized in Universities of Social Studies in Vietnam – Current Situation and Solution

2021 ◽  
Vol 58 (2) ◽  
pp. 868-875
Author(s):  
Nguyen Van Hiep, Pham Ngoc Tram, Ngo Minh Sang
Keyword(s):  
Social Sciences ◽  
Teaching Methods ◽  
Innovation Process ◽  
System Structure ◽  
University Teaching ◽  
Current Status ◽  
Traditional Teaching ◽  
Social Sciences And Humanities ◽  
The Social ◽  
Traditional Teaching Methods

Innovating university teaching methods in social sciences and humanities is an issue that is always concerned and posed under many different angles at each time and society's requirements. With the historical approach, the system-structure approach, the article analyzes and assesses the current status of teaching methods in social sciences and humanities at university level in Vietnam. On that basis, the article suggests a few solutions to innovate teaching methods such as: renewing faculty thinking in an open direction and approaching advanced teaching methods, improving traditional teaching methods, combine a variety of teaching methods, apply problem-solving teaching, increase the rational use of teaching facilities and information technology to support teaching in the social sciences and humanities university literature in Vietnam.

scholarly journals Problem-based Learning Combined with Team-based Learning in Sports Biochemistry Courses

2021 ◽  
Vol 3 ◽  
pp. 95-98
Author(s):  
Fangcheng Li
Keyword(s):  
Teaching Methods ◽  
Problem Based Learning ◽  
Sugar Metabolism ◽  
Traditional Teaching ◽  
Passive Learning ◽  
Experimental Teaching ◽  
Self Study ◽  
Traditional Teaching Methods ◽  
Team Based Learning ◽  
Research Ability

Explore Problem-based learning (PBL) combining with Team-based learning (TBL) in sports biochemistry course sugar metabolism and movement section theory and experimental teaching, relative to the traditional teaching methods, the two method teaching makes students passive learning for active learning, increase the interest in learning, at the same time exercise their team spirit and active access to learn, improve their self-study ability, practical ability, scientific research ability, at the same time cultivate the consciousness of lifelong learning, the effect is remarkable.

scholarly journals Radiation oncology as part of medical education—current status and possible digital future prospects

2020 ◽  
Author(s):  
Hendrik Dapper ◽  
Marjo Wijnen-Meijer ◽  
Salome Rathfelder ◽  
Katharina Mosene ◽  
Isabelle von Kirchbauer ◽  
...  
Keyword(s):  
Medical Education ◽  
Teaching Methods ◽  
Radiation Oncology ◽  
Flipped Classroom ◽  
Current Status ◽  
Traditional Teaching ◽  
Multiple Choice Questions ◽  
Learning Methods ◽  
Traditional Teaching Methods ◽  
E Learning

Abstract Purpose Education as part of medical education is currently changing rapidly. Not least because of the corona crisis, more and more digital teaching formats and innovative teaching concepts such as the flipped classroom model are finding their way into teaching. We analyzed the acceptance and effectiveness of traditional teaching methods as well as the interest in innovative e‑learning methods among medical students in the field of radiation oncology at the medical school of the Technical University of Munich. Methods We carried out an online-based survey as well as a knowledge test on all students from two terms who had completed the seminar series of radiation oncology. The survey comprised seven questions on the frequency of participation, acceptance, and judgment of the effectiveness in terms of learning and on a potential use of e‑learning methods using a six-point Likert scale. The test consisted of 10 multiple-choice questions. Results Traditional teaching methods are largely accepted by students and most students consider the current learning format to be effective in terms of the teaching effect in the field of radiation oncology. However, only about 50% of all knowledge questions were answered correctly. The possible use of e‑learning methods was judged critically or desired in roughly equal parts among the students. Conclusion Traditional seminars enjoy a high level of acceptance among students. Effectiveness with regard to the internalization of content taught, however, should be increased. After all, the future seems to lie in the integration of e‑learning in the form of educational videos and practical seminars.

scholarly journals Problem Based Learning in Engineering at the Institute of Engineering: Prospects cum Challenges

1970 ◽  
Vol 8 (1-2) ◽  
pp. 291-300
Author(s):  
Rajendra Kumar Joshi ◽  
Milly Joshi
Keyword(s):  
Teaching Methods ◽  
Final Section ◽  
Problem Based Learning ◽  
Traditional Teaching ◽  
Technical Expertise ◽  
Educational Innovations ◽  
New Approach ◽  
Engineering Programs ◽  
Traditional Teaching Methods ◽  
Over Time

Despite having undergone significant transformations over the last few decades, educational institutes of Nepal are prone to using traditional teaching methods to most extent. This is particularly true of Tribhuvan University. Nevertheless there are all the same few renowned institutes of Tribhuvan University which are not merely open to educational innovations but have strong predisposition to respond positively to the augmenting demand of time vis-à-vis adoption of new educational approaches cum strategies. Institute of Engineering (IOE) is one among them. Albeit Problem Based Learning (PBL) Approach is apparently a new approach in Nepal’s engineering educational scenario, IOE has brought similar approach to bear upon its educational practices in some courses. However, IOE has yet to design fully fledged student-centric problem based curricula over time, considering the efficacy and efficiency of Project based approach in enhancing professional skills, technical expertise and profound understanding of students. This paper aims at delineating on the prospects cum challenges regarding the implementation of PBL approach in engineering programs at the IOE. However, the foremost section of the paper will briefly scrutinize the overall structure and situation of education in Nepal. The second section of the paper will comprehensively outline the educational system and courses offered at the IOE from the scratch. The most important of all, third section will focus upon the prospects and relevancy of introducing PBL component in engineering courses at the IOE. This section will simultaneously deal with potential impediments or constraints to be encountered during the process of implementing PBL approach. The final section of the paper will attempt to elicit a cogent conclusion with viable solutions and tentative plan to implement PBL approach effectively at the IOE against the backdrop of varied constraints.Key words: Faculties; Prospects; Impediments; Affiliated; ConstituentDOI: http://dx.doi.org/10.3126/jie.v8i1-2.5125Journal of the Institute of Engineering Vol. 8, No. 1&2, 2010/2011Page: 291-300Uploaded Date: 20 July, 2011

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