Evaluation of a new assessment tool in problem-based learning tutorials in dental education

Area of Science:

• Medical Education
• Dental Education
• Problem-Based Learning

Background:

• Harvard School of Dental Medicine utilizes a hybrid problem-based learning (PBL) approach in its D.M.D. curriculum.
• Tutorial groups consist of 8-10 students, fostering collaborative learning environments.

Purpose of the Study:

• To evaluate student performance in PBL tutorial sessions at HSDM.
• To assess student development in knowledge acquisition, problem-solving, and interpersonal skills.

Main Methods:

• A new tutor-led assessment system was developed and calibrated for student evaluation.
• Tutors assessed students across three domains: knowledge, problem-solving, and personal/interpersonal development.
• Descriptive statistics analyzed 290 student evaluations from 10 tutorial blocks (Summer 2008-Fall 2009).

Main Results:

• A majority of students actively contributed, integrated new and prior knowledge, and applied self-study information.
• High percentages of students asked pertinent questions (87.3%), generated and evaluated hypotheses (83.8%, 85.5%), and took responsibility for learning (89.3%).
• Students demonstrated strong interpersonal skills, including leadership (74.5%) and sensitivity to psychosocial issues (88.6%), with minimal non-contributory communication (2%).

Conclusions:

• Students in HSDM's PBL tutorial sessions exhibit proficient problem-solving and analytical thinking skills.
• The PBL approach effectively fosters the development of essential personal and interpersonal attributes in dental students.