Problem-Based Learning Research in Anesthesia Teaching: Current Status and Future Perspective
Table 1
Taxonomy of problem-based learning#.
Educational method
Description of method
Barrow’s rating of meeting the educational objectives [32]
SCC
CRP
SDL
MO
Lecture-based case
(i) Information is presented as lectures first and then the cases are used to emphasize significant points
1
1
0
1
(ii) Teacher directed learning
Case-based lecture
(i) Cases are presented first for study prior to class lecture followed by the lecture covering the relevant area
2
2
0
2
(ii) Teacher directed learning
Case-based discussions
(i) A complete case is given to the student for study prior to class discussion, which is facilitated by a tutor
3
3
3
4
(ii) Teacher directed and student directed
Modified case based
(i) It features sequential management problems Students are given some information and asked to decide the action plan; following the conclusion, they are given more information
4
3
3
5
Problem or inquiry based
(i) Students are presented with a new patient problem and allowed free inquiry in tutor led group
4
4
4
5
(ii) Teacher and student directed
Closed loop or reiterative
(i) An extension of “inquiry-based PBL” method, in which after the initial problem solving, the students are asked to return to the original problem for reevaluation of their problem solving activities
5
5
5
5
(ii) Both teacher and student directed
Barrow’s score 1 to 5 represents the likelihood (1: least and 5: most) that the educational method will meet the educational objectives. SCC: structured clinical context, CRP: clinical reasoning process, SLD: self- directed learning, and MOT: motivation for learning [32].
#Modified from Cisneros et al. [43].