Basic science knowledge of dental students on conventional and problem-based learning (PBL) courses at Liverpool

Area of Science:

• Medical Education
• Dental Education

Background:

• Traditional didactic teaching and newer problem-based learning (PBL) are common pedagogical approaches in dental schools.
• Evaluating the effectiveness of PBL compared to conventional methods is crucial for curriculum optimization.

Purpose of the Study:

• To compare the knowledge recall performance of dental students in basic sciences between conventional and PBL curricula.
• To assess differences in performance across specific subjects like anatomy, biochemistry, oral biology, and physiology.

Main Methods:

• A cross-sectional study involving second-year dental students at the University of Liverpool School of Dentistry.
• Administration of a 40-item true/false questionnaire assessing factual knowledge in core basic sciences.
• Analysis of student performance using both negatively and positively marked scoring methods.

Main Results:

• No significant difference in total scores between conventional and PBL groups when negatively marked.
• PBL groups achieved higher total scores when positively marked, particularly in anatomy, oral biology, and physiology.
• Conventional groups scored significantly lower in biochemistry compared to PBL groups under negative marking.

Conclusions:

• Overall basic science knowledge recall is comparable between conventional didactic and PBL curricula for dental students.
• PBL may encourage more active engagement, as indicated by fewer blank responses and higher scores in specific subjects under positive marking.
• The study provides evidence for educators considering the implementation or evaluation of PBL in dental programs.