Evaluation of problem-based learning: a lecturer's perspective

Area of Science:

• Dental Education
• Curriculum Reform
• Pedagogical Innovation

Background:

• Rapid advancements in dental knowledge and technology necessitate curriculum reform.
• The Faculty of Dentistry, National University of Singapore, reformed its curriculum in 1997.
• Problem-based learning (PBL) was piloted in 1996 for fourth-year dental students.

Purpose of the Study:

• To evaluate the four-year experience with PBL teaching and learning.
• To gather insights from lecturers' perspectives on PBL implementation.

Main Methods:

• A questionnaire survey was administered to 12 participating lecturers.
• The survey utilized a 17-item, 5-point Likert scale.
• Statistical analyses included Spearman's correlation, t-test, and Mann-Whitney U test.

Main Results:

• Lecturers reported increased learning and enjoyment from PBL's interactive and self-directed nature (P=0.004).
• Female lecturers expressed more concern about PBL cost-effectiveness than males (P=0.03); senior lecturers felt more fulfilled (P=0.026).
• Lecturers generally adapted to the facilitator role (P=0.04) and desired more PBL integration, despite concerns about student knowledge gaps and time constraints.

Conclusions:

• PBL offers significant benefits, including enhanced lecturer engagement and learning.
• Addressing concerns about cost-effectiveness, student knowledge gaps, and time is crucial for successful PBL implementation.
• Findings provide guidelines for refining PBL within the dental curriculum.