Ventilatory efficiency in combination with peak oxygen uptake improves risk stratification in patients undergoing lobectomy.

Objective: We aimed to evaluate whether or not using the slope of the increase in minute ventilation in relation to carbon dioxide (VE/VCo2-slope), with a cutoff value of 35, could improve risk stratification for major pulmonary complications or death following lobectomy in lung cancer patients at moderate risk (Vo2peak = 10-20 mL/kg/min). Methods: Single center, retrospective analysis of 146 patients with lung cancer who underwent lobectomy and preoperative cardiopulmonary exercise testing in 2008-2020. The main outcome was any major pulmonary complication or death within 30 days of surgery. Patients were categorized based on their preoperative cardiopulmonary exercise testing as: low-risk group, peak oxygen uptake >20 mL/kg/min; low-moderate risk, peak oxygen uptake 10 to 20 mL/kg/min and VE/VCo2-slope <35; and moderate-high risk, peak oxygen uptake 10 to 20 mL/kg/min and VE/VCo2-slope ≥35. The frequency of complications between groups was compared using χ2 test. Logistic regression was used to calculate the odds ratio with 95% CI for the main outcome based on the cardiopulmonary exercise testing group. Results: Overall, 25 patients (17%) experienced a major pulmonary complication or died (2 deaths). The frequency of complications differed between the cardiopulmonary exercise testing groups: 29%, 13%, and 8% in the moderate-high, low-moderate, and low-risk group, respectively (P = .023). Using the low-risk group as reference, the adjusted odds ratio for the low-moderate risk group was 3.44 (95% CI, 0.66-17.90), whereas the odds ratio for the moderate-high risk group was 8.87 (95% CI, 1.86-42.39). Conclusions: Using the VE/VCo2-slope with a cutoff value of 35 improved risk stratification for major pulmonary complications following lobectomy in lung cancer patients with moderate risk based on a peak oxygen uptake of 10 to 20 mL/kg/min. This suggests that the VE/VCo2-slope can be used for preoperative risk evaluation in lung cancer lobectomy.

Perspectives on using multimedia scenarios in a PBL medical curriculum.

UNLABELLED: In 1999, the Faculty of Health Sciences at Linköping University, Sweden, started up a process of replacing text-based problem-based learning (PBL) scenarios with web-based multimedia-enhanced scenarios. This article brings together three studies of the results of this process and the experience gained from 10 years of implementation work. RESULTS AND CONCLUSIONS: Adding multimedia to PBL scenarios makes them more realistic and thereby more motivating and stimulating for the student to process. The group process is not disrupted by the introduction of the computer in the group room. It is important to challenge the students by varying the scenarios' perspective and design in order to get away from cue-seeking behaviors that might jeopardize a deep approach to learning. Scrutinizing all scenarios in a PBL curriculum can be used as a tool for improvement and renewal of the entire curriculum.

Students' conceptions of underlying principles in medical physiology: an interview study of medical students' understanding in a PBL curriculum.

Medical physiology is known to be a complex area where students develop significant errors in conceptual understanding. Students' knowledge is often bound to situational descriptions rather than underlying principles. This study explores how medical students discern and process underlying principles in physiology. Indepth interviews, where students elaborated on principles related to blood pressure and blood pressure regulation, were carried out with 16 medical students in a problem-based learning curriculum. A qualitative, phenomenographic approach was used, and interviews were audiotaped, transcribed, qualitatively analyzed, and categorized. Four categories were outlined. The underlying principles were conceived as follows: 1) general conditions for body function at a specified time point, 2) transferable phenomena between organ systems and time points, 3) conditionally transferable phenomena between organ systems and time points, and 4) cognitive constructions of limited value in medical physiology. The results offers insights into students' thinking about underlying principles in physiology and suggest how understanding can be challenged to stimulate deep-level processing of underlying principles rather than situational descriptions of physiology. A complex conception of underlying principles includes an ability to problemize phenomena beyond long causal reasoning chains, which is often rewarded in traditional examinations and tests. Keywords for problemized processing are as follows: comparisons, differences, similarities, conditions, context, relevance, multiple sampling, connections, and dependencies.

[Renewed medical education in Linkoping. Problem-based learning, basic science and public health intensified]. / Läkarutbildningen i linköping förnyas. Problembaserat lärande, basvetenskap och folkhälsa förstärks.

A complete undergraduate medical programme in Linköping started 1986. The curriculum was innovative applying problem-based learning, community-orientation, and multi-professional training. After almost 20 years, a revision is implemented to vitalise the original educational principles. A curriculum committee coordinates seven multi-disciplinary theme-groups, mainly based on organ systems, responsible for planning and implementation of their parts during the whole curriculum. Critical appraisal, professional development, and population health are strengthened. Problem based learning is improved by using web-based scenarios and information technology. Phase I (2 semesters) focuses on basic concepts in basic science in relevant contexts, and Phase II (3 semesters) on normal structure, pathophysiology, diagnostic methods, and treatment. Phase III starts with a semester for a student research project and an elective period. The following five semesters deal with clinical medicine in hospitals and health centres with clerkships in four week periods changing with two week theoretical blocks related to the themes.

Lectures in problem-based learning--why, when and how? An example of interactive lecturing that stimulates meaningful learning.

Even though opinions differ as to whether lecturing is compatible with problem-based learning (PBL) or not, lectures are still a common form of instruction in PBL curricula. This paper discusses the lecture in the framework of theories of learning in general and the medical problem-based learning tradition in particular. An example of how theories of learning can be implemented in the lecture hall is presented. Theories that underpin PBL as an educational philosophy rather than as a method of instruction are reviewed. A lecture form, organized in introductory, in depth and application lectures, that responds to important factors for stimulating deep processing of knowledge and meaningful learning is discussed. Examples of and practical points about how to renew and restructure lectures in a way that counteracts surface approaches to learning, teacher centering and student passivity are presented. We argue that, with proper awareness of possible drawbacks of the large format, lectures can be used as valuable tools for learning also in a PBL curriculum.

[The EDIT project. Problem-based learning on the web challenges students' thinking]. / EDIT-projektet. Problembaserat lärande på webben utmanar studenternas tänkande.

EDIT is short for Educational Development using Information Technology. The EDIT project was initiated by the Faculty of Health Sciences at Linköping University. The aim was to develop web-based scenarios for problem-based learning (PBL). Patient case studies and other medical problems or situations are illustrated by using realistic texts and multimedia, e.g. pictures and short films. Since the project started in 2001, EDIT-scenarios have been developed for six undergraduate programmes. The project covers two years of the medical programme. The use of multimedia has introduced new possibilities to challenge students' thinking by stimulating more senses. The different parts of a scenario are designed to raise questions without providing answers. Both students and tutors have perceived EDIT-scenarios as more motivating and interesting than the case studies on paper previously used. EDIT has contributed to improving and updating PBL-scenarios. This process has helped vitalise the discussions about pedagogical issues. For students as well as teachers, the project has lead to increased general familiarity with IT. In this paper, the project concept, practical aspects of the implementation, and pedagogical outcomes are discussed.