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Related Experiment Videos

Introducing Adelaide dental students to a problem-based learning curriculum.

F Greenwood1, G Townsend, V Joseph

  • 1Faculty of Dentistry, University of Toronto, Canada. fgreenwood@dental.utoronto.ca

European Journal of Dental Education : Official Journal of the Association for Dental Education in Europe
|April 29, 1999
PubMed
Summary

A new introductory course effectively familiarized dental students with problem-based learning (PBL). While most anxieties decreased, students remained uncertain about research timelines and balancing group versus solo learning in the PBL curriculum.

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Area of Science:

  • Dental Education
  • Medical Pedagogy

Background:

  • The University of Adelaide utilizes a problem-based learning (PBL) curriculum for its dental program.
  • Student cohorts include direct school leavers (SL), tertiary transfer students (TT), and international students (INT).
  • Admissions criteria aim to identify students suited for a PBL environment.

Purpose of the Study:

  • To evaluate the effectiveness of an introductory course designed to acclimate new dental students to a PBL curriculum.
  • To assess changes in student understanding and reduce anxiety regarding PBL components.

Main Methods:

  • A 9-item questionnaire, based on common student queries, was administered pre- and post-course.
  • Student responses were compared to identify changes in perception and understanding.

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  • Analysis focused on 7 out of 9 items showing statistically significant changes (P < 0.05).

    • Main Results:

    • The introductory course led to a significant increase in positive responses for 7 out of 9 questionnaire items.
    • Students reported improved familiarity with the PBL curriculum after the course.
    • Uncertainty persisted regarding when to conclude research and how to balance group and individual learning.

    Conclusions:

    • The introductory course is effective in preparing students for a PBL dental curriculum.
    • Targeted interventions may be needed to address persistent student anxieties regarding research scope and learning modalities within PBL.