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Problem-based learning and the dental school library.

A M Lennon1, P F Anderson, J L McDonald

  • 1Department of Preventive Dentistry, Indiana University School of Dentistry Oral Health Research Institute, Indianapolis 46202, USA. alennon@iupui.edu

Journal of Dental Education
|January 5, 2002
PubMed
Summary
This summary is machine-generated.

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Problem-based learning (PBL) in dental education significantly increased library use. Students in the revised curriculum utilized library resources more, indicating enhanced learning engagement and critical thinking development.

Area of Science:

  • Dental Education
  • Library Science
  • Curriculum Development

Background:

  • Indiana University School of Dentistry implemented a major curriculum revision in 1997.
  • The revision incorporated problem-based learning (PBL) to foster critical thinking and lifelong learning skills.

Purpose of the Study:

  • To evaluate the impact of a new student-centered curriculum on library circulation.
  • To determine if pedagogical changes influenced student engagement with library resources.

Main Methods:

  • A comparative analysis of library circulation data was conducted.
  • Data covered three years prior to and three years after the curriculum revision.

Main Results:

  • Library circulation demonstrated a significant increase following the implementation of the PBL curriculum.

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  • This suggests a greater reliance on library resources by students under the new pedagogical approach.

    • Conclusions:

    • The shift to a problem-based learning curriculum positively impacted student utilization of library resources.
    • The new curriculum appears to effectively promote the library as a key learning resource for dental students.