The educational effectiveness of problem-based learning discussions as evaluated by learner-assessed satisfaction and...

Area of Science:

• Medical Education
• Anesthesiology
• Continuing Professional Development

Background:

• Problem-Based Learning Discussions (PBLD) are a key component of continuing medical education.
• The American Society of Anesthesiologists (ASA) utilizes PBLD to enhance practitioner knowledge and skills.
• Evaluating the effectiveness of PBLD in influencing clinical practice is crucial for educational quality assurance.

Purpose of the Study:

• To assess attendee perceptions of PBLD.
• To evaluate the impact of PBLD on practitioner behavior and patient care awareness.
• To determine the overall educational value of the PBLD format.

Main Methods:

• Analysis of quality assurance data from the ASA's PBLD Committee.
• Collection of exit evaluations from 742 attendees of the 2002 PBLD Program.
• Administration of 6-month post-PBLD questionnaires to assess practice changes.

Main Results:

• 98.2% of attendees rated PBLD sessions as good or excellent.
• 98.5% enjoyed the interactive format, and 98% expressed willingness to participate again.
• While practice changes were minimal at 6 months, attendees reported increased awareness of patient care issues and problem anticipation.

Conclusions:

• PBLD continues to be a well-received educational format among anesthesiology practitioners.
• The 6-month follow-up period may be insufficient to observe significant changes in physician practice behavior.
• Attendees perceive PBLD as valuable for increasing knowledge and awareness regarding patient care.