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Context rich problems in oral biology teaching
Jules Kieser1, Thomas Kardos, Andrew Higgins
1Department of Oral Sciences and Orthodontics, School of Dentistry, University of Otago, Dunedin, New Zealand. jules.kieser@stonebow.otago.ac.nz
Summary
Context Rich Problems (CRPs) enhance dental students' learning experiences. While second-year students were initially hesitant, both second and third-year students found CRPs effective and time-efficient, improving their engagement with problem-based learning.
Area of Science:
- Dental Education
- Medical Pedagogy
Background:
- Problem-based learning (PBL) is increasingly integrated into dental curricula.
- A novel PBL approach, Context Rich Problems (CRPs), was developed and implemented.
Purpose of the Study:
- To evaluate the effectiveness of CRPs in a dental Oral Biology course.
- To compare student acceptance and learning experiences between second and third-year dental students using CRPs.
Main Methods:
- Simultaneous implementation of CRPs for second and third-year dental students.
- Assessment of student acceptance of the transition from didactic to PBL methods.
- Evaluation of the impact of CRPs on the learning experience and preparation time.
Main Results:
- Third-year students showed greater acceptance of PBL transition than second-year students.
- Both student groups reported enhanced learning experiences with CRPs.
- Students in both groups required less preparation time than anticipated.
Conclusions:
- CRPs are an effective method for enhancing dental students' learning experiences.
- Student year level influences acceptance of PBL transition.
- CRPs offer a time-efficient approach to problem-based learning in dental education.