PubMed · 8949481
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N Rassaian. 1996. Problem-based learning in the lecture format.. https://doi.org/10.1111/j.1365-2923.1996.tb00853.x
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The existence of a long learning curve for endoscopic sinus surgery has been proposed as a reason for rigorous and extensive training to prepare physicians to perform this surgery. In this article, the author--who participated in this type of training program--examines his experience over a 5-year period to assess the effect of rigorous training on the learning curve for endoscopic sinus surgery. Beginning with the first day of practice after training, 5 years with 393 cases were evaluated for complications and the need for revision surgery. The results were analyzed in 100-case groups. The results show no difference in major and serious complications or revision surgery rates. However, a statistically significant difference in the minor-complication rate, specifically frontal-sinus stenosis, was found from the first half to the second half of the experience. These findings show that, with rigorous training of the physician, the learning curve can largely be completed during residency training, allowing the new practitioner to perform endoscopic sinus surgery safely and with good results.
Until recently, most medical educators emphasized the art of medical education and largely ignored the fundamental science of learning underlying their basic practices. However, over the last decade medical education has evolved into an academic discipline in its own right, where scholarship can be demonstrated in the generation of new knowledge or the development of more efficient or effective strategies for transferring knowledge to others. It is essential that all medical educators familiarize themselves with the fundamental literature of the learning sciences and build upon it as it applies to their individual practices as medical teachers. Recent developments in the discipline of medical education and their implications for teaching will be the focus of this year's Ideas for Medical Education column. As associate editor for 1999, the author of this paper describes the problems associated with mastering the scientific underpinnings of medical education and outlines the kinds of questions that will be addressed in the Ideas feature throughout the year.