Faculty of Medicine Siriraj Hospital
Trial Snapshot
- Phase
- Not Applicable
- Sponsor
- Siriraj Hospital
- Enrollment
- 50
- Locations
- 1
- Primary Endpoint
- Student's point of view
Study Overview
Brief Summary
Abstract Background and Goal of study Teaching and learning in airway management are essential in anesthetic field. Though simulation-based and problem-based learning are sophisticated learning tool, neither of them manifests the superior benefit. We would like to compare the teachers' and students' attitudes on these two learning methods.
Material and Methods After IRB approval No. 369/2558(EC3). A prospective, questionnaires-based study was performed amongst volunteered, consent-signed, 10 anesthesiologists and 40 nurse anesthetist students. After stratified randomization, ten students simultaneously attended either SBL or PBL course one at a time. Six weeks later, a crossover technique was applied for both groups. At the end of project, teachers and students had to response to Likert's scale questionnaires.
The teachers' questionnaire based on table of specification of the learning contents, consisted of 4 parts: airway evaluation, patient preparation, strategic planning and follow up care. The students' questionnaire comprised 3 parts: learning content, process and evaluation.
The validation of the questionnaire was determined by three board-certified anesthesiologists. The index of item objective congruence was 0.80 and 0.82 with Cronbach's Alpha of 0.97 and 0.92 respectively.
Detailed Description
Introduction Currently, teachers have emphasized the instructional strategies and enthusiasm in critical thinking to students to understand the educational course1. As coaching mentors, they search for innovative teaching models to reach the learning target 2. In anesthesia, a training program of nurse students involves several teaching methods such as seminars, journal clubs as well as topic, didactic, simulation and problem-based learning 13, 14.
Simulation-based learning in medicine utilizes aides such as manikins or actors to replicate clinical scenarios. It yields the acquisition of skills through deliberate practice rather than an apprentice style of learning 22. However, problem-based learning is a small group discussions where students are active, learner-centered, or self-directed learning to the topic assignments. Teachers play role as moderators or facilitators 21.
Teaching and learning in airway management are essential in anesthetic field. The personnel need to be keen both basic and advance knowledge owing to its applications to the benefits of patients' life. At present, the diversity of learning techniques (PBL and SBL) allows sophisticated devices as an interactive learning tool to cope with all difficulties in details.
Nevertheless, neither PBL nor SBL manifests the superior benefit of instructional process and learning content xx. Chin KL, et al. (2014) concluded that simulation was superior to case-based learning in teaching diabetic ketoacidosis and thyroid storm to the final-year, undergraduate pharmacy students. Randolph H, et al. (2006) revealed that students who learned critical assessment and management skills using full-scale, high- fidelity simulation, performed better than students who acquired similar skills in an interactive problem-based learning format.
As either PBL or SBL on difficult airway management is based upon the same table of specifications and experienced instructors. We would like to compare the teachers' and students' attitudes on these two learning methods.
Study Design
- Study Type
- Observational
- Time Perspective
- Cross Sectional
Eligibility Criteria
- Ages
- 25 Years to — (Adult, Older Adult)
- Sex
- All
- Accepts Healthy Volunteers
- No
Inclusion Criteria
- •anesthesiologists who have involved in SBL and PBL with more than 3 years of experience in teaching.
- •nurse anesthetist students in the academic years of 2015.
Exclusion Criteria
- •ones who did not fit all qualifications.
Outcomes
Primary Outcomes
Student's point of view
Time Frame: 1 year
Likert's scale questionnaires 4 = very suitable, 3 = suitable, 2 = unsuitable, 1 = very unsuitable.
Secondary Outcomes
- Teacher's point of view(1 year)
Investigators
Mrs.Parichad Apidechakul
Nurse anesthetist
Siriraj Hospital