| Summary: | Objective To investigate the effect of diversity pedagogy on enhanced recovery after surgery (ERAS) in anesthesiology training in Tibet Autonomous Region. Methods Twenty-four anesthesiologists from Tibet Autonomous Region received diversity pedagogy education on ERAS, including systematic and rolling theory teaching, question-centered group literature review, and the combination of clinical practice. The teaching effect was evaluated by questionnaire. And the full score for the cognition degree of ERAS was 50. Results The number of anesthesiologists scored 25 or more of the cognition degree on ERAS was increased from 10(41.6%) to 21(87.5%) after ERAS teaching among anesthesiologists in Tibet Autonomous Region (P＜ 0.001), with the scores of several aspects of ERAS improved significantly. The proportion of anesthesiologists applying ERAS in clinical practice, willing to practice ERAS, and desiring ERAS education were all increased significantly (P＜0.05). Conclusions The diversity pedagogy teaching of ERASshowed excellent learning outcomes in terms of improvement of the cogni- tion degree, clinical practice and learning enthusiasm of ERAS among anesthesiologists in Tibet Autonomous Region. So this pedagogy is a feasible education method in the training about ERAS.
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