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Problem-Based Learning-Standardized Preoperative Conversation Improves Neurosurgery Residents' Understanding of
Caizhi Ma1,2, Jingzheng Liu1,2, Xiaojie Xue3
1Department of Neurosurgery, Cheeloo College of Medicine and Institute of Brain and Brain-Inspired Science, Qilu Hospital, Shandong University, Jinan, 250012, China.
Problem-based learning (PBL) combined with prescription-based preoperative talk (PPT), termed PPP, significantly improved neurosurgery residents' test scores and satisfaction when teaching cerebellopontine angle tumors. This enhanced learning method boosts knowledge retention and clinical skills.
Area of Science:
- Neurosurgery Education
- Medical Pedagogy
- Surgical Training
Background:
- Cerebellopontine angle (CPA) tumors require specialized knowledge for neurosurgery residents.
- Traditional teaching methods may not fully equip residents with the necessary skills for CPA tumor management.
- Innovative educational approaches are needed to enhance resident training in complex neurosurgical areas.
Purpose of the Study:
- To evaluate the efficacy of a combined Problem-Based Learning (PBL) and Prescription-based Preoperative Talk (PPT) teaching method, referred to as PPP, for educating neurosurgery residents on CPA tumors.
- To compare the learning outcomes and satisfaction levels between residents using the PPP method and those using traditional self-study.
Main Methods:
- A cohort of 130 neurosurgery residents were randomized into two groups: an experimental group (PPP method) and a control group (self-study).
- The PPP group utilized a combination of PBL and PPT strategies.
- Effectiveness was assessed via theoretical test scores and customized satisfaction questionnaires.
Main Results:
- The experimental group demonstrated significantly higher immediate post-course test scores compared to the control group (P=0.005).
- Improved test scores were sustained one month after the course (P=0.033).
- Residents in the experimental group reported higher satisfaction across multiple domains, including interest, self-learning, knowledge mastery, analytical skills, clinical thinking, and doctor-patient communication.
Conclusions:
- The PPP teaching method offers a unique experiential learning opportunity for neurosurgery residents in CPA tumor education.
- This approach effectively improves theoretical knowledge, problem-solving skills, and resident satisfaction.
- The PPP method enhances understanding of CPA region tumors, contributing to improved overall teaching effectiveness in neurosurgery residency programs.
