A Comparison of Learning Process between Problem-based and Simulation-based Method in Difficult Airway Management Workshop

Main Article Content

Parichad Apidechakul


Introduction: Teaching and learning in airway management
are essential in the anesthetic field. Problem-based and
simulation-based learning manifests the superior benefit
of the instructional process and learning content. The
teachers’ and students’ viewpoints on these two learning
methods would help to reflect the future setting of the
anesthesia training program.
Objective: To compare the teachers’ viewpoints on
problem-based and simulation-based learning, and to
compare students’ viewpoints on these two learning
Methods: A prospective, questionnaires-based study was
performed amongst 10 anesthesiologists and 37 Nurse
student anesthesia. After stratified random assignment,
students simultaneously attended either simulation-based
learning (SBL) or problem-based learning (PBL) course
one at a time. Six weeks later, a crossover technique was
applied to both groups. Teachers and students responded
to 4-point Likert scale for these two learning methods.
Teachers’ questionnaires were based on the learning
contents; while, students’ matters comprised learning
content, process, and evaluation.

Results: The learning process of SBL showed statistically
significant differences as compared to PBL (2.7±0.3 vs
2.6±0.4; p=0.024). However, there were no significant
differences in term of content and evaluation techniques
of the two learning methods amongst students. On the
other hand, the staff showed a statistically significant
difference in the evaluation of the airway (1.5±0.6 vs
2.6±0.4; p=0.01) and follow up care (1.9±0.7 vs 2.5±0.4;
p=0.03) by means of PBL.
Conclusions: Amongst Learning content, process and
evaluation, students showed their favor of the Learning
process under SBL. Whereas, staff revealed that the
Evaluation of the airway and Follow up care other than
Patient preparation and Strategic planning, had priority by
means of PBL.

Article Details

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