Evaluation of student and faculty perceptions of the PBL curriculum at two dental schools from a student perspective: a cross-sectional survey

A comparative analysis of online learning versus face-to-face learning approach in problem based learning in dentistry

BACKGROUND

Problem-based learning (PBL), a student-centered approach which has been implemented in many educational institutes worldwide.

OBJECTIVES

This study aimed to evaluate and compare the proficiency of students in 5 key areas of PBL process and assess perceptions of students towards PBL learning using a self-explanatory questionnaire.

METHOD

This cross-sectional study was conducted from March 2020 to September 2022 and evaluated perceptions of 1st year dental students of Batch 2021 (having Face-to-face PBL sessions) and batch 2020 (having online PBL sessions) using a questionnaire. Three similar PBL cases were used, which assessed PBL parameters that included attendance, group dynamics, knowledge, communication skills and preparation. Statistical analysis was performed for all the categorical and continuous variables.

RESULTS

Majority of Distance Learning (DL) group (66.7%) concurred that PBL helped improve their communication skills, decision making power (66.7%), self-directed learning (80%) and promoted interaction with peers (66.7) and teachers (68.9%). The Face -to- Face (FF) group demonstrated better scores (7.7±2.42 & 7.55±2.55) with respect to their attendance and group dynamics (7.44±2.17 & 8.02±2.40) in PBL 1 & 3 as compared to DL group. Overall, better performance in all the 5 key areas of PBL was observed for the FF group versus the DL group.

CONCLUSION

The Distance learning (DL) group displayed a positive attitude and perception towards PBL as a learning strategy whereas Face-to-face (FF) group showed greater performance and proficiency in the key PBL parameters scores.

Is hybrid-PBL advancing teaching in biomedicine? A systematic review

BACKGROUND

The impact of instructional guidance on learning outcomes in higher biomedical education is subject of intense debate. There is the teacher-centered or traditional way of teaching (TT) and, on the other side, the notion that students learn best under minimal guidance such as problem-based learning (PBL). Although the benefits of PBL are well-known, there are aspects susceptible to improvement. Hence, a format merging TT and PBL (hybrid-PBL, h-PBL) may advance education in biomedical sciences.

METHODS

Studies that employed h-PBL in higher biomedical education compared to TT and/or pure PBL were systematically reviewed. Specifically, this review addressed the following question: does h-PBL in biomedical sciences result in superior marks and a better student's perception of the teaching and learning process?

RESULTS

We found that the use of h-PBL in higher biomedical sciences was superior compared to TT and pure-PBL. This was evidenced by the higher performance of the students in h-PBL as well as the level of student's satisfaction as compared to TT or pure PBL.

CONCLUSIONS

These findings encourage more research on investigating the pedagogical benefits of h-PBL. In addition, these data support an eclectic system in which the pedagogical tools from TT and PBL are used cooperatively in the best interest of the education and satisfaction of the students.

Evaluation of peer-generated MCQs to assess and support learning in a problem-based learning programme

PURPOSE

Problem-based learning (PBL) students report uncertainty on the depth and breadth of learning required, and this is a significant stressor and challenge. Student-generated MCQ questions were trialled and evaluated as a way to support depth and breadth of learning.

METHODS

Students set MCQs relating to specified learning issues, and an analysis and evaluation of setting and answering the MCQs were performed. The Revised Study Process Questionnaire (R-SPQ-2F) and final written examination scores were correlated to question setting and answering. Students were asked to rate the impact of the MCQs on their learning in PBL.

RESULTS

A total of 147 questions were created and 2373 answered. Students reported challenges with setting questions, although these made them think more deeply and helped their learning and affirming their learning progress. MCQs authored indicated significant associations with Understanding, and examination scores were associated with MCQs authored. Students reported a moderate response to how the MCQs supported their depth and breadth of learning.

CONCLUSIONS

While MCQ setting was perceived as a useful learning exercise, students engaged to different levels and experienced challenges. Students were uncertain whether the MCQs helped clarify the depth and breadth of learning in PBL, as they were not clear whether the questions set by their peers were relevant to the required learning outcomes.

Application of the European-modified dental clinical learning environment inventory (DECLEI) in dental schools in Riyadh, Saudi Arabia

AIM

The aim of this study was to evaluate undergraduate dental students' self-perceptions of their clinical dental environment using a valid, concise and more practical version of the Dental Clinical Learning Environment Inventory (DECLEI) questionnaire.

MATERIALS AND METHODS

The 24-item DECLEI was self-administered to fourth- and fifth-year undergraduate dental students from public and private dental schools in Riyadh, Saudi Arabia, during the 2014-2015 academic year. Factor analysis revealed three underlying factors associated with the clinical learning environment. Independent sample t-tests were used to evaluate any associations amongst the items, the factors, the total DECLEI score and other demographic variables. For the scoring system, 6-point Likert scale responses were scored on a 100% scale ranging from excellent to poor.

RESULTS

The mean DECLEI total score was 64.1 (good) of 100. Amongst the factors, the highest mean score, 71.3 (good), was obtained for the patient interactions and professionalism, and the lowest mean score, 50.2 (moderate), was observed for all the negatively worded statements in the DECLEI. The instrument exhibited good discriminant validity as it was able to record significant differences between genders and between public and private institutions in the total DECLEI, the factors and most of the items scored.

CONCLUSIONS

The new DECLEI scale identified several areas of strength and some aspects that could be improved. Overall, the dental students rated the clinical undergraduate programme as more positive than negative.

Student evaluation of problem-based learning in a dental orthodontic curriculum--a pilot study

OBJECTIVE

The present questionnaire survey investigated student reception of problem-based learning (PBL) in the orthodontic curriculum with regard to acceptance, sense of purpose and motivation, knowledge and understanding, as well as tutorial support.

METHODS

Over a period of two terms, we compared two different didactic methods (PBL and short presentations) by randomizing the participants of a course on orthodontic diagnostics into two different groups, who inversed methods after the first term.

RESULTS

The two student groups did not show any significant differences with regard to assessments or examination performance. Therefore, acceptance of the PBL concept seems to be mainly associated with the motivation of individuals to use this method. The higher the motivation, the more positive is the attitude towards the PBL concept. Students seem to work more constructively and efficiently with PBL if they can judge the concept meaningful for themselves.

CONCLUSION

In consideration of the relevant literature and the present results, PBL can be principally integrated into the dental curriculum as a method of learning. However, student motivation is vital to learning success.

Students' perception of a problem-based learning scenario in dental nurse education

BACKGROUND

In July 2008, The General Dental Council implemented mandatory registration for Dental Nurses in the United Kingdom, recognising them as legally responsible for patient care. As dentistry comes to terms with the impact registration has on dental nurses, sustained advances in the teaching of students in other healthcare disciplines demonstrate the way in which the role of pedagogy in dental nurse education has been underdeveloped. In an attempt to see dental nursing stand in line with other progressive healthcare professionals, the authors have implemented Problem-Based Learning (PBL) into a dental nurse program in NHS Education for Scotland, Glasgow.

AIM

The aim of the research is to assess the perceptions of dental nurse students with regard to participation in active learning.

MATERIALS AND METHODS

The study is facilitated by a short PBL package which offers introductory exposure to this method of learning. A qualitative approach has been taken to gather experiential data using a questionnaire. Thematic analysis took place to reveal emergent themes.

RESULTS

Analysis reveals that the participants found PBL to be an enjoyable experience that could be valuable in the acquisition of deep knowledge and improved patient care. The participants raised concerns with regard to confidence in their own knowledge acquisition in PBL sessions and highlighted a need for improved feedback.

DISCUSSION AND CONCLUSION

While the participants enjoyed the self directed nature of PBL, it is important to note that the need for facilitator guidance was considered imperative, especially where the students had little or no experience of PBL, as in this study.

Students' engagement with their group in a problem-based learning curriculum

INTRODUCTION

In a new enquiry-based learning dental curriculum, problem-based learning (PBL) was chosen as a central methodology because it promotes a collaborative and constructive approach to learning. However, inevitably, some groups function worse than others. This study explores the relationship between group functionality and individuals' results on knowledge-based assessment. It also sought to establish whether using the Belbin team role theory could improve group functionality.

METHODS

Students completed the Belbin team role inventory that assigns individuals to a team role type and were allocated to either an ideal Belbin group or a control group. To evaluate the functionality of the groups, Macgowan's group engagement measure was completed after 18 and 31 weeks for each student by their group facilitator. The scores were summed and averaged giving a group engagement score for each group. Relationships between group engagement, individual performance in assessment in weeks 18 and 31 and Belbin and non-Belbin teams were investigated.

RESULTS

Individual group engagement scores and performance in the knowledge tests had a statistically significant positive relationship despite the small number of students involved (62). However, no correlation was shown between Belbin groups and group engagement scores.

CONCLUSIONS

Those students who engaged most with the PBL process performed markedly better in assessments of knowledge. Using Belbin's team role theory to place students in PBL groups in an effort to increase group functionality had no effect when compared with non-Belbin control groups.

Dentists reflect on their problem-based education and professional satisfaction

AIM

To determine the way in which Malmö University dental graduates perceive their problem-based dental education and evaluate their professional satisfaction.

METHOD

The first five cohorts (graduating in years 1995-1999) of the problem-based curriculum were invited to participate. Of 166 graduates, 77% responded to a questionnaire comprising 20 questions on aspects of their dental education, professional situations and interest in postgraduate education. They were asked to rank their perception of their dental education and satisfaction with their professional situation on a visual analogue scale (VAS) with endpoints ranging from 'Not at all' (1) to 'Very well' (10). For other statements, the markings were made on a Likert scale from 1 (not important/not satisfied) to 5 (very important/very satisfied). There were also open-ended questions.

RESULTS

Most respondents perceived their education to prepare them well for a career in dentistry (median score VAS 8), and 90% rated above six on a VAS for their professional satisfaction as dentists. Importance and satisfaction were highly correlated with principles of the curriculum: holistic view, oral health, lifelong learning, integration between theory and clinic, and clinical competence. Forty-five per cent of the graduates noted the problem-based learning approach as the most valuable asset of their education, and 19% cited training in oral surgery as a deficit. Of the respondents, 77% expressed interest in specialist training and 55% in research education.

CONCLUSION

Problem-based education was perceived to prepare graduates well for their profession, and their professional satisfaction was high.

Using DREEM to compare graduating students' perceptions of learning environments at medical schools adopting contrasting educational strategies

BACKGROUND

In response to growing concerns about conventional modes of teaching and learning in medicine, some medical schools in Saudi Arabia have converted to hybrid problem-based learning (PBL) curricula while others continue to implement traditional discipline-based curricula. Understanding students' perceptions of traditional versus PBL learning environments can be helpful for evaluating program strengths and weaknesses and should promote curriculum development.

AIM

The purpose of this study was therefore to evaluate the educational environments of two medical schools in Riyadh, Saudi Arabia from perspectives of graduating medical students using the Dundee Ready Education Environment Measure (DREEM) inventory.

RESULTS

Compared to medical school implementing a hybrid PBL curriculum, the overall score on the inventory for the conventional school was statistically significantly less (p < 0.001). In addition, students experiencing the hybrid-PBL curriculum held significantly higher perceptions in the learning, academic self-perception and atmosphere sub-domains of the inventory (p < 0.001). Overall, our results align with previous studies pertaining to DREEM scores of other regional conventional and international PBL medical schools.

CONCLUSION

We conclude that applying DREEM as a diagnostic tool provides important insights and understanding of learning environments where different educational strategies are adopted and which may be in need of development and change. Implications for curriculum development and improvement of learning environments in health professions education institutions are discussed.

Problem-based learning and larger student groups: mutually exclusive or compatible concepts - a pilot study

BACKGROUND

Problem-based learning is recognised as promoting integration of knowledge and fostering a deeper approach to life-long learning, but is associated with significant resource implications. In order to encourage second year undergraduate medical students to integrate their pharmacological knowledge in a professionally relevant clinical context, with limited staff resources, we developed a novel clustered PBL approach. This paper utilises preliminary data from both the facilitator and student viewpoint to determine whether the use of this novel methodology is feasible with large groups of students.

METHODS

Students were divided into 16 groups (20-21 students/group) and were allocated a PBL facilitator. Each group was then divided into seven subgroups, or clusters, of 2 or 3 students wh each cluster being allocated a specific case. Each cluster was then provided with more detailed clinical information and studied an individual and distinct case-study. An electronic questionnaire was used to evaluate both student and facilitator perception of this clustered PBL format, with each being asked to rate the content, structure, facilitator effectiveness, and their personal view of the wider learning experience.

RESULTS

Despite initial misgivings, facilitators managed this more complex clustered PBL methodology effectively within the time restraints and reported that they enjoyed the process. They felt that the cases effectively illustrated medical concepts and fitted and reinforced the students' pharmacological knowledge, but were less convinced that the scenario motivated students to use additional resources or stimulated their interest in pharmacology. Student feedback was broadly similar to that of the facilitators; although they were more positive about the scenario stimulating the use of additional resources and an interest in pharmacology.

CONCLUSION

This clustered PBL methodology can be successfully used with larger groups of students. The key to success lies with challenging and well situated clinically relevant cases together with enthusiastic facilitators. Facilitator enjoyment of the PBL process may be related to adequate training and previous PBL experience, rather than academic background. The smaller number of facilitators required using this clustered PBL approach allows for facilitators with 'a belief in the philosophy of PBL' to volunteer which would again impact on the success of the process.

Nursing students' expectations from tutors in PBL and effects of tutors' behaviour on nursing students

AIM

This study aimed to determine what nursing students expect from tutors in PBL sessions and how tutors' behaviour affects students.

METHOD

It was performed in Dokuz Eylul University School of Nursing. The study sample included 21 students. They were assigned to one of three groups. Each group included seven students. Focus group interviews were conducted in a quiet classroom. One researcher conducted interviews and the other observed the interviews and took notes. The interviews were semi-structured. Each interview lasted for 75-90 min and was audio recorded. Data obtained were transcribed verbatim soon after each interview and analyzed using a qualitative content analysis approach. Data were coded by two researchers separately and then compared. Following coding, themes and the main themes were determined.

FINDINGS

At the end of data analyses, individual tutor characteristics were classified under seven headings: individual characteristics, asking question, expertise, giving information, group dynamics, giving feedback and evaluation.

CONCLUSION

Students clearly report that tutors behaviour affected their motivation and success in the PBL.

The academic environment: the students' perspective

Dental education is regarded as a complex, demanding and often stressful pedagogical procedure. Undergraduates, while enrolled in programmes of 4-6 years duration, are required to attain a unique and diverse collection of competences. Despite the major differences in educational systems, philosophies, methods and resources available worldwide, dental students' views regarding their education appear to be relatively convergent. This paper summarizes dental students' standpoint of their studies, showcases their experiences in different educational settings and discusses the characteristics of a positive academic environment. It is a consensus opinion that the 'students' perspective' should be taken into consideration in all discussions and decisions regarding dental education. Moreover, it is suggested that the set of recommendations proposed can improve students' quality of life and well-being, enhance their total educational experience and positively influence their future careers as oral health physicians. The 'ideal' academic environment may be defined as one that best prepares students for their future professional life and contributes towards their personal development, psychosomatic and social well-being. A number of diverse factors significantly influence the way students perceive and experience their education. These range from 'class size', 'leisure time' and 'assessment procedures' to 'relations with peers and faculty', 'ethical climate' and 'extra-curricular opportunities'. Research has revealed that stress symptoms, including psychological and psychosomatic manifestations, are prevalent among dental students. Apparently some stressors are inherent in dental studies. Nevertheless, suggested strategies and preventive interventions can reduce or eliminate many sources of stress and appropriate support services should be readily available. A key point for the Working Group has been the discrimination between 'teaching' and 'learning'. It is suggested that the educational content should be made available to students through a variety of methods, because individual learning styles and preferences vary considerably. Regardless of the educational philosophy adopted, students should be placed at the centre of the process. Moreover, it is critical that they are encouraged to take responsibility for their own learning. Other improvements suggested include increased formative assessment and self-assessment opportunities, reflective portfolios, collaborative learning, familiarization with and increased implementation of information and communication technology applications, early clinical exposure, greater emphasis on qualitative criteria in clinical education, community placements, and other extracurricular experiences such as international exchanges and awareness of minority and global health issues. The establishment of a global network in dental education is firmly supported but to be effective it will need active student representation and involvement.