Linking existing knowledge to new knowledge by presenting it in the form of a case or a problem is a popular and effective educational approach resulting in better retention of the knowledge and improved ability to apply that knowledge to solve real problems. This problem-based learning (PBL) method was introduced into medical education at McMaster University in Ontario, Canada, in 1969. Since then it has been widely incorporated into secondary, undergraduate, and graduate education in a variety of disciplines worldwide. This new volume for the Anesthesiology Problem-Based Learning series reviews pediatric anesthesia utilizing the PBL approach. Each chapter deals with conditions and problems in pediatric anesthesia practice presented as a case stem with questions to encourage critical thinking, followed by an evidence-based discussion and multiple-choice questions for self-assessment. Cases were carefully selected to present a broad systems-based tour of commonly encountered clinical cases in pediatric anesthesia. The book can be used to review an upcoming clinical case or as a PBL tool. The "Stem Case and Key Questions" and "Discussion" sections can serve as the basis for interactive learning experiences for study groups or as a broad yet in-depth clinical review of the subspecialty for the individual learner. Self-assessment questions can be used as a measure of knowledge acquisition or simply as a question bank to prepare for examinations.

Cardiac Anesthesia: A Problem-Based Learning Approach provides a comprehensive review of the dynamic and ever-changing field of cardiac anesthesia. Its problem-based format incorporates a pool of multiple-choice questions for self-assessment. Each of its 36 case-based chapters is accompanied by questions and answers, accessible online in a full practice exam. The cases presented are also unique, as each chapter starts with a case description, usually a compilation of several actual cases; it then branches out through case-based questions, to increasingly complex situations. This structure is designed to create an authentic experience that mirrors that of an oral board examination. The discussion sections that follow offer a comprehensive approach to the chapter's subject matter, thus creating a modern, complete, and up-to-date medical review of that topic.

Linking existing knowledge to new knowledge by presenting it in the form of a case or a problem is a popular and effective educational approach resulting in better retention of the knowledge and improved ability to apply that knowledge to solve real problems. This problem-based learning (PBL) method was introduced into medical education at McMaster University in Ontario, Canada, in 1969. Since then it has been widely incorporated into secondary, undergraduate, and graduate education in a variety of disciplines worldwide. This new volume for the Anesthesiology Problem-Based Learning series reviews pediatric anesthesia utilizing the PBL approach. Each chapter deals with conditions and problems in pediatric anesthesia practice presented as a case stem with questions to encourage critical thinking, followed by an evidence-based discussion and multiple-choice questions for self-assessment. Cases were carefully selected to present a broad systems-based tour of commonly encountered clinical cases in pediatric anesthesia. The book can be used to review an upcoming clinical case or as a PBL tool. The 'Stem Case and Key Questions' and 'Discussion' sections can serve as the basis for interactive learning experiences for study groups or as a broad yet in-depth clinical review of the subspecialty for the individual learner. Self-assessment questions can be used as a measure of knowledge acquisition or simply as a question bank to prepare for examinations.

Linking existing knowledge to new knowledge by presenting it in the form of a case or a problem is a popular and effective educational approach resulting in better retention of the knowledge and improved ability to apply that knowledge to solve real problems. This problem-based learning (PBL) method was introduced into medical education at McMaster University in Ontario, Canada, in 1969. Since then it has been widely incorporated into secondary, undergraduate, and graduate education in a variety of disciplines worldwide. This new volume for the Anesthesiology Problem-Based Learning series reviews topics in general anesthesiology utilizing the PBL approach. Each chapter deals with conditions and problems in anesthesia practice presented as a case stem with questions to encourage critical thinking, followed by an evidence-based discussion and multiple-choice questions for self-assessment. Current in its knowledge of organ systems and management, the text keeps pace with new technology, new drugs, and new surgical techniques coupled with current guidelines for anesthetic management. Cases highlight the practical issues that arise in the operating room and offers solutions for them. The book can be used to review an upcoming clinical case or as a PBL tool. The Stem Case and Key Questions and Discussion sections can serve as the basis for interactive learning experiences for study groups or as a broad yet in-depth clinical review of the specialty for the individual learner. Self-assessment questions can be used as a measure of knowledge acquisition or simply as a question bank to prepare for examinations.

A clinically relevant, reader -friendly text covering everything the anesthesia provider must know about physiologyThis well-illustrated new resource is the most concise and high-yield presentation of physiology topics available to the anesthesia provider. The authors (who are both educators and clinicians) deliver a complete overview of physiology, but, since this book is written for the anesthesia provider, the bulk of the text is dedicated to cardiovascular and respiratory physiology. Clinical Physiology in Anesthetic Practice distinguishes itself from general medical physiology books by the inclusion of case studies and clinical correlation boxed inserts that emphasize key fact that relate to real-world practice. •Numerous case studies demonstrate the clinical relevance of basic science•The author are experienced educators and clinicians, and know how to present difficult concepts in the most interesting and reader-friendly manner possible•Key Points summarize must-know information, providing an excellent framework for board review

This basic text teaches respiratory therapy content in a framework that promotes students' decision-making skills. The problem-based learning approach relies on clinical cases and a systematic method in which students may develop a deep and broad understanding of respiratory care content on sound clinical decision making. Topics covered include communication and negotiation skills, patient assessment and writing care plans, patient education, and ethical and cost considerations.

This totally comprehensive yet very clinically oriented text provides a unique how-to approach on airway management. Case examples and analysis are featured in a unique section on difficult airway situations. A Brandon Hill Title