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Updated: Jun 18, 2026
13:44
Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
Published on: December 9, 2022
Application of problem-based learning in a large class in stomatology course
Xing Jun Qin1, Jun Kong, Li Lu
1Department of Oral and Maxillofacial Surgery, China Medical University College of Stomatology, Shenyang, People's Republic of China.
Summary
Implementing problem-based learning (PBL) in large classes is feasible and effective, even for students without prior experience. This educational approach enhances learning without requiring extensive resources.
Area of Science:
- Medical Education
- Pedagogy
Background:
- Problem-based learning (PBL) is an active learning strategy.
- Its feasibility in large-scale educational settings requires investigation.
Purpose of the Study:
- To assess the feasibility of implementing problem-based learning (PBL) in large university classes.
- To determine if prior PBL experience is a prerequisite for success.
Main Methods:
- 236 students from two large classes at China Medical University participated.
- One class had prior PBL experience; the other did not.
- Both classes engaged in weekly PBL sessions facilitated by content experts and non-experts.
Main Results:
- Student and facilitator feedback was positive, indicating PBL was enjoyable and functional.
- No significant difference in theoretical or case analysis examination scores between experienced and non-experienced students.
- Non-experienced students reported higher study hours and preferred content expert facilitators.
Conclusions:
- Problem-based learning (PBL) implementation is feasible in large classes with existing resources.
- Previous PBL experience is beneficial but not essential for student learning and engagement.
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