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Keeping the curriculum current with research and problem-based learning.

¹USC School of Dentistry, 925 W. 34th Street, Los Angeles, CA 90089-0641, USA. shuler@hsc.usc.edu

The Journal of the American College of Dentists

|March 12, 2002

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Active learning, emphasizing discovery and mastery, is crucial for dentists. Problem-Based Learning (PBL) equips dental students with lifelong learning skills beyond their formal education.

Area of Science:

Dental Education
Active Learning Strategies

Background:

Effective dental education must foster lifelong learning skills, as only 10% of a dentist's career is spent in formal schooling.
Active learning methodologies, focusing on discovery, mastery, and application, are superior to passive learning approaches.

Purpose of the Study:

To evaluate the effectiveness of Problem-Based Learning (PBL) as a model for dental education.
To determine if PBL facilitates the development of essential lifelong learning tools for dentists.

Main Methods:

Implementation of Problem-Based Learning (PBL) in dental school curricula.
Utilizing small group sessions centered around patient cases.
Facilitating student-directed learning outcomes.

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Main Results:

Problem-Based Learning (PBL) is grounded in the principles of active learning and lifelong educational needs.
PBL utilizes patient cases as a central learning vehicle within small, collaborative groups.
The model promotes student-directed outcomes, aligning with the need for continuous professional development.

Conclusions:

Problem-Based Learning (PBL) is an effective educational model for dental schools.
PBL prepares dentists for lifelong learning by emphasizing active engagement and self-directed study.
The model's focus on discovery, mastery, and application supports critical skill development for dental professionals.