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Dental students' evaluation of 2 community-oriented PBL modules.

A K Pau1, S Collinson, R Croucher

  • 1Department of Dental Public Health, St. Bartholomew's and The Royal London School of Medicine and Dentistry, Queen Mary and Westfield College, London, UK.

European Journal of Dental Education : Official Journal of the Association for Dental Education in Europe
|June 24, 2000
PubMed
Summary

Problem-based learning (PBL) in dental education yielded varied student outcomes. To maximize benefits, PBL requires adequate time, optimal group sizes, and consistent integration within traditional curricula for dental students.

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Area of Science:

  • Dental Education
  • Problem-Based Learning (PBL)
  • Public Health

Background:

  • Traditional dental curricula often lack integrated active learning strategies.
  • Problem-based learning (PBL) offers a potential alternative or supplement to didactic teaching.
  • Evaluating student perceptions is crucial for refining educational methodologies.

Purpose of the Study:

  • To assess dental students' perceptions of two problem-based learning (PBL) modules in Dental Public Health.
  • To understand the impact of PBL implementation within a traditional dental curriculum.
  • To identify factors influencing the effectiveness of PBL in dental education.

Main Methods:

  • Two dental community modules using PBL were delivered to undergraduates with an 8-month interval.

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  • A semi-structured questionnaire assessed student feedback on lectures, fieldwork, and organization.
  • Data collection occurred at the conclusion of each module.

    • Main Results:

    • Students reported gains in subject knowledge, teamwork, and presentation skills across both modules.
    • Challenges included time constraints and data collection difficulties in the first module.
    • Student motivation dipped in the second module due to timetable placement; opinions on group work varied.

    Conclusions:

    • Integrating PBL into traditional curricula yields inconsistent student outcomes.
    • Optimal group size, sufficient time, and consistent PBL implementation are essential for student benefit.
    • Further research is needed to balance PBL and traditional methods for maximizing learning.