Research in PBL - where to from here for dentistry?

Comparison of students' perception of problem-based learning and traditional teaching method in a Nigerian dental school

OBJECTIVES

To evaluate the perceptions of dental students on problem-based learning, PBL, in comparison with the traditional lecture (TL) method.

METHODS

This comparative study was conducted amongst 72 dental undergraduates. PBL was introduced to the students before the commencement of course. PBL method was used by the student to learn about cariology, whilst other lecture topics were taught by the TL. Students were not informed at the beginning of the course about end of course assessment of learning and teaching methods to limit their bias. The study was approved by the institution's ethics committee, and informed consent was obtained from participants at the end of the course to recruit them into the study. The students worked in small groups to solve tasks on clinical case scenarios. Four class sessions were held for presentations and discussions. The students' perceptions concerning the two teaching methods were sought by the use of an anonymously completed questionnaire. Six perceived factors that influenced the teaching and learning process were extracted from the twenty-two-perception-item questionnaire using factor analysis. Paired sample t test was used for comparison of means.

RESULTS

The highest mean scores for all six perceived factors were observed in the PBL method. There were statistically significant differences (P < .05) between PBL and TL teaching methods for all the perceived factors; ("Challenge critical thinking," "Communication with peers," "Usefulness as pedagogical method," "Organization" and "Interaction between students and tutors") except for the perceived factor "Adequacy of teaching." The mean for most of the perception items was highest in the PBL method compared to TL. The perception item "Able to provide intellectual stimulation" had the highest mean score (4.21 ± 0.76) for the PBL method, whilst it was "Laboratory exercise" (4.14 ± 0.68) for TL.

CONCLUSIONS

Students' perception of the two educational methods investigated showed a preference for the PBL method. The students felt that PBL provided a higher ability for intellectual stimulation.

Developing a Dental Curriculum for the 21st Century in a New Dental School in Saudi Arabia

The aims of this study were to develop, implement, and assess a contemporary dental curriculum that would be competitive internationally and take into consideration the specific needs of the community in a newly established all-female dental school in Saudi Arabia: Princess Nourah bint AbdulRahman University College of Dentistry (PNUCD). A six-step approach to curriculum development was used. Problem identification, general needs, and target needs were identified, and goals, objectives, and educational strategies were defined. The new curriculum emphasizes producing competent dentists focused on prevention and geared toward the needs of women and children. Leadership attributes, patient-centered care, and research are emphasized in the curriculum. Contemporary educational methods are used to implement the curriculum. In the assessment part of the study, evaluations of the curriculum by students, faculty, and external stakeholders (part-time instructors, program evaluators, and patients) have been mainly positive. Overall, PNUCD provided the opportunity to develop a curriculum that reflects the explosion of scientific knowledge, based on principles of modern educational theory in a unique cultural environment.

Evaluating differently tutored groups in problem-based learning in a German dental curriculum: a mixed methods study

BACKGROUND

It is still unclear to what extent the PBL tutor affects learning in PBL-sessions. This mixed-methods study (Part 1 and 2) evaluated the effects of facilitative (f) versus non-facilitative (nf) tutoring roles on knowledge-gain and group functioning in the field of endodontics.

METHODS

Part 1 was a quantitative assessment of tutor effectiveness within a prospective, experimental, single-blind, stratified, randomized, two-group intervention study. Participants attended PBL in the context of a hybrid curriculum. A validated questionnaire was used and knowledge assessments were conducted before and after the intervention. External observers rated tutor performance. Part 2 was a qualitative assessment of tutor effectiveness and consisted of semi-structured expert interviews with tutors and focus group discussions with students.

RESULTS

Part 1: f tutors obtained significantly higher scores than nf tutors with respect to learning motivation and tutor effectiveness (p ≤ 0.05). nf tuition resulted in a slightly larger knowledge gain (p = 0.08). External observers documented a significantly higher activity among facilitative tutors compared to non-facilitative tutors. Part 2: Tutors found the f role easier although this led to a less autonomous working climate. The students rated f tutoring as positive in all cases.

CONCLUSIONS

With respect to PBL-group performance, students felt that groups guided in a non-facilitative fashion exhibited a higher level of independence and autonomy, especially with increasing PBL experience. In addition, students reported that more preparation was necessary for sessions guided by a non-facilitative tutor. Tutors were able to modify their role and influence group processes in a controlled manner. Results are useful for future "Train-the-Teacher" sessions.

Problem-based learning interventions in a traditional curriculum are an effective learning tool

DATA SOURCES

PubMed, ERIC and PsycLIT. The database search was supplemented with manual search of the electronic archives of the following journals: Academic Medicine, Medical Education, Teaching and Learning in Medicine, Journal of Dental Education and European Journal of Dental Education. Further articles were retrieved from the reference lists of selected papers. The review covered the period 1976-2008.

STUDY SELECTION

Studies were eligible if they presented original research using PBL in research settings compared with another educational method (at a whole curriculum level or as a single intervention). This review included both randomised controlled trials (RCTs) and comparative studies. Qualitative and quantitative designs were eligible.

DATA EXTRACTION AND SYNTHESIS

Three dental educators selected studies. It is not clear that there were predefined criteria. The studies showed considerable heterogeneity in their study designs, characteristics, outcome variables and results. A descriptive review of the data was presented.

RESULTS

Sixty-nine studies were initially identified. The authors excluded 17 of these because they could not obtain full texts. Thirteen studies were excluded because they used purely qualitative data. Of the remaining 39 studies six were RCTs and 33 comparative studies. The RCTs gave little information about the curriculum design and used markedly different outcome measurements including test scores, personal characteristics and subjective approaches to learning and experiences. There was no overall difference in student performances between the integrated and the PBL curriculum but a significant difference in favour of these two when compared with a conventional curriculum. A modest advantage of PBL was noted in relational skills, humanistic attitudes and diagnostic accuracy. Test scores did not appear to be influenced by the use of PBL. Though PBL seems to have a good effect on several competencies after graduation no significant effects were observed in lifelong learning attitudes. Comparative studies on the whole showed a benefit from using PBL, for example in critical reasoning, problem solving abilities and creativity.

CONCLUSIONS

Some evidence exists that single PBL intervention in a traditional curriculum is an effective learning tool, though test results appear not to be affected.