Evaluation of the effectiveness of GASMAN anesthesia simulation software combined with case-based learning versus traditional lecture-based learning in inhalation anesthesia education
ObjectiveTo evaluate the effectiveness of integrating GASMAN anesthesia simulation software with case-based learning (IGC) compared to traditional lecture-based learning (LBL) in teaching inhalation anesthesia to undergraduate anesthesiology students.MethodsFourth-year students from two academic yea...
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Frontiers Media S.A.
2025-01-01
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| Series: | Frontiers in Medicine |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fmed.2024.1472404/full |
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| author | Chao Chen Chao Chen Shengfeng Yang Xinglong Xiong Xinglong Xiong Yewei Shi Yewei Shi Zhenyan Zhu Zhenyan Zhu Jing Shi Jing Shi |
| author_facet | Chao Chen Chao Chen Shengfeng Yang Xinglong Xiong Xinglong Xiong Yewei Shi Yewei Shi Zhenyan Zhu Zhenyan Zhu Jing Shi Jing Shi |
| author_sort | Chao Chen |
| collection | DOAJ |
| description | ObjectiveTo evaluate the effectiveness of integrating GASMAN anesthesia simulation software with case-based learning (IGC) compared to traditional lecture-based learning (LBL) in teaching inhalation anesthesia to undergraduate anesthesiology students.MethodsFourth-year students from two academic years (2022, n = 110; 2023, n = 131) enrolled in a five-year anesthesiology program were assigned to either traditional lecture-based learning (LBL) or IGC groups. The LBL group received traditional lectures using PowerPoint slides, while the IGC group engaged with GASMAN anesthesia simulation software (a tool designed for anesthesia simulation and gas monitoring) combined with case-based learning. The cases used in the IGC group were structured around realistic clinical scenarios, simulating real-world challenges in inhalation anesthesia. These scenarios were integrated with the GASMAN software to provide interactive simulations, enhancing students’ understanding of pharmacokinetics and pharmacodynamics. Teaching effectiveness was evaluated through expert assessments and student feedback, with learning outcomes compared via post-course assessments.ResultsThe IGC group scored significantly higher in student evaluations in areas such as comprehending and mastering theoretical knowledge, resolving clinical challenges, nurturing clinical reasoning, increasing learning interest, enhancing learning efficiency, consolidating memory, improving analytical skills, and refining application proficiency (adjusted P < 0.001), however, there were no significant differences between the two groups in the improvement of practical skills. Post-course test scores were also higher in the IGC group for both total post-course test and subjective questions scores (adjusted P < 0.001), though no difference was found for objective question scores. After applying false discovery rate (FDR) correction, expert evaluation scores showed no significant differences between the two groups.ConclusionThe integration of GASMAN software with case-based learning significantly enhances the quality of inhalation anesthesia education by improving student engagement, critical thinking, and conceptual understanding. This approach demonstrates promise for advancing clinical education, although further research is needed to evaluate its long-term impact. |
| format | Article |
| id | doaj-art-c4566a088a4344e59dd0f9067bd5c95d |
| institution | Kabale University |
| issn | 2296-858X |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Medicine |
| spelling | doaj-art-c4566a088a4344e59dd0f9067bd5c95d2025-01-06T06:59:27ZengFrontiers Media S.A.Frontiers in Medicine2296-858X2025-01-011110.3389/fmed.2024.14724041472404Evaluation of the effectiveness of GASMAN anesthesia simulation software combined with case-based learning versus traditional lecture-based learning in inhalation anesthesia educationChao Chen0Chao Chen1Shengfeng Yang2Xinglong Xiong3Xinglong Xiong4Yewei Shi5Yewei Shi6Zhenyan Zhu7Zhenyan Zhu8Jing Shi9Jing Shi10Department of Anesthesiology, The Affiliated Hospital of Guizhou Medical University, Guiyang, Guizhou, ChinaSchool of Anesthesiology, Guizhou Medical University, Guiyang, Guizhou, ChinaDepartment of Nursing, The Affiliated Hospital of Guizhou Medical University, Guiyang, Guizhou, ChinaDepartment of Anesthesiology, The Affiliated Hospital of Guizhou Medical University, Guiyang, Guizhou, ChinaSchool of Anesthesiology, Guizhou Medical University, Guiyang, Guizhou, ChinaDepartment of Anesthesiology, The Affiliated Hospital of Guizhou Medical University, Guiyang, Guizhou, ChinaSchool of Anesthesiology, Guizhou Medical University, Guiyang, Guizhou, ChinaDepartment of Anesthesiology, The Affiliated Hospital of Guizhou Medical University, Guiyang, Guizhou, ChinaSchool of Anesthesiology, Guizhou Medical University, Guiyang, Guizhou, ChinaDepartment of Anesthesiology, The Affiliated Hospital of Guizhou Medical University, Guiyang, Guizhou, ChinaSchool of Anesthesiology, Guizhou Medical University, Guiyang, Guizhou, ChinaObjectiveTo evaluate the effectiveness of integrating GASMAN anesthesia simulation software with case-based learning (IGC) compared to traditional lecture-based learning (LBL) in teaching inhalation anesthesia to undergraduate anesthesiology students.MethodsFourth-year students from two academic years (2022, n = 110; 2023, n = 131) enrolled in a five-year anesthesiology program were assigned to either traditional lecture-based learning (LBL) or IGC groups. The LBL group received traditional lectures using PowerPoint slides, while the IGC group engaged with GASMAN anesthesia simulation software (a tool designed for anesthesia simulation and gas monitoring) combined with case-based learning. The cases used in the IGC group were structured around realistic clinical scenarios, simulating real-world challenges in inhalation anesthesia. These scenarios were integrated with the GASMAN software to provide interactive simulations, enhancing students’ understanding of pharmacokinetics and pharmacodynamics. Teaching effectiveness was evaluated through expert assessments and student feedback, with learning outcomes compared via post-course assessments.ResultsThe IGC group scored significantly higher in student evaluations in areas such as comprehending and mastering theoretical knowledge, resolving clinical challenges, nurturing clinical reasoning, increasing learning interest, enhancing learning efficiency, consolidating memory, improving analytical skills, and refining application proficiency (adjusted P < 0.001), however, there were no significant differences between the two groups in the improvement of practical skills. Post-course test scores were also higher in the IGC group for both total post-course test and subjective questions scores (adjusted P < 0.001), though no difference was found for objective question scores. After applying false discovery rate (FDR) correction, expert evaluation scores showed no significant differences between the two groups.ConclusionThe integration of GASMAN software with case-based learning significantly enhances the quality of inhalation anesthesia education by improving student engagement, critical thinking, and conceptual understanding. This approach demonstrates promise for advancing clinical education, although further research is needed to evaluate its long-term impact.https://www.frontiersin.org/articles/10.3389/fmed.2024.1472404/fullGASMAN softwareinhalation anesthesiaundergraduate studentsteachingcase-based learning |
| spellingShingle | Chao Chen Chao Chen Shengfeng Yang Xinglong Xiong Xinglong Xiong Yewei Shi Yewei Shi Zhenyan Zhu Zhenyan Zhu Jing Shi Jing Shi Evaluation of the effectiveness of GASMAN anesthesia simulation software combined with case-based learning versus traditional lecture-based learning in inhalation anesthesia education Frontiers in Medicine GASMAN software inhalation anesthesia undergraduate students teaching case-based learning |
| title | Evaluation of the effectiveness of GASMAN anesthesia simulation software combined with case-based learning versus traditional lecture-based learning in inhalation anesthesia education |
| title_full | Evaluation of the effectiveness of GASMAN anesthesia simulation software combined with case-based learning versus traditional lecture-based learning in inhalation anesthesia education |
| title_fullStr | Evaluation of the effectiveness of GASMAN anesthesia simulation software combined with case-based learning versus traditional lecture-based learning in inhalation anesthesia education |
| title_full_unstemmed | Evaluation of the effectiveness of GASMAN anesthesia simulation software combined with case-based learning versus traditional lecture-based learning in inhalation anesthesia education |
| title_short | Evaluation of the effectiveness of GASMAN anesthesia simulation software combined with case-based learning versus traditional lecture-based learning in inhalation anesthesia education |
| title_sort | evaluation of the effectiveness of gasman anesthesia simulation software combined with case based learning versus traditional lecture based learning in inhalation anesthesia education |
| topic | GASMAN software inhalation anesthesia undergraduate students teaching case-based learning |
| url | https://www.frontiersin.org/articles/10.3389/fmed.2024.1472404/full |
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