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Related Experiment Videos

A self-directed summative examination in problem-based learning in dentistry: a new approach.

Lars Bondemark1, Kerstin Knutsson, George Brown

  • 1Faculty of Odontology, Malmö University, Sweden.

Medical Teacher
|January 28, 2004
PubMed
Summary

Dental students co-created assessment tasks in problem-based learning (PBL) courses. This student-led approach improved pass rates and was favored by students for better competence demonstration, aligning with PBL principles.

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Area of Science:

  • Medical Education
  • Dental Education
  • Assessment Methods

Background:

  • Traditional assessment methods in Problem-Based Learning (PBL) may not fully align with PBL principles.
  • Developing effective and engaging assessment strategies is crucial for medical and dental education.

Purpose of the Study:

  • To describe and evaluate a novel assessment method in PBL where students design their own assessment tasks.
  • To determine if senior dental students can create valid PBL assessment tasks aligned with course objectives.

Main Methods:

  • A new assessment method was developed and implemented with two cohorts of dental students.
  • Student groups designed PBL problems and assessment tasks, receiving guidance and feedback.
  • Summative assessments were based on selected student-designed PBL tasks.

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Main Results:

  • Senior dental students successfully designed challenging PBL assessment tasks aligned with course objectives and PBL principles.
  • The new assessment method led to increased student pass rates compared to previous cohorts.
  • Students reported positively on the method, finding it effective for demonstrating competence and more aligned with PBL.

Conclusions:

  • Student-led design of PBL assessment tasks is a viable and effective approach in dental education.
  • This innovative method shows promise for enhancing PBL courses across various disciplines.
  • The approach fosters deeper engagement and better aligns assessment with the core tenets of PBL.