Investigating the relationship between PBL process grades and content acquisition performance in a PBL dental program

Area of Science:

• Medical Education
• Educational Psychology

Background:

• Problem-based learning (PBL) is a pedagogical approach emphasizing active student engagement.
• The effectiveness of PBL is often assessed through various methods, including faculty evaluations and traditional examinations.
• There is a need to validate the relationship between PBL process skills and objective content acquisition.

Purpose of the Study:

• To investigate the correlation between students' problem-based learning (PBL) skills and their content acquisition.
• To evaluate whether faculty assessments of PBL performance in small groups accurately reflect student learning measured by objective tests.

Main Methods:

• Reliability analyses were performed on assessment components: multiple-choice exams, computer-based tests, facilitator evaluations, and problem-solving skills assessments.
• Correlation tests were used to analyze the relationship between PBL process measures and traditional content acquisition tests.

Main Results:

• All assessment measures demonstrated consistent and significant reliability.
• Significant correlations were found between process-based assessment measures (e.g., facilitator evaluations) and traditional objective tests.
• These significant correlations were observed consistently across yearly and trimester data analyses.

Conclusions:

• Student performance in PBL, as assessed by faculty, is a significant indicator of their overall learning and content acquisition.
• Process-based evaluations in PBL, despite potential subjectivity, are valuable metrics for monitoring student progress and learning outcomes.
• The study validates the use of diverse assessment methods to capture student learning in PBL environments.