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Comparing student-generated learning needs with faculty objectives in PBL cases in dental education
Nora Haghparast1, Masakazu Okubo, Reyes Enciso
1Herman Ostrow School of Dentistry, University of Southern California, Los Angeles, CA 90089, USA. haghpara@usc.edu
Journal of Dental Education
|August 11, 2011
Summary
Student-generated learning needs in problem-based learning (PBL) closely matched faculty objectives. Dental students effectively identified key learning areas, demonstrating strong alignment with educational goals.
Area of Science:
- Medical Education
- Dental Education
Background:
- Problem-based learning (PBL) is a pedagogical approach.
- Assessing alignment between student-identified needs and faculty objectives is crucial for effective PBL.
Purpose of the Study:
- To compare student-generated learning needs with faculty-identified learning objectives in PBL cases.
- To evaluate the congruence between what students identify as learning needs and established educational goals.
Main Methods:
- Four PBL cases and their associated faculty learning objectives were selected.
- Student learning need reports were collected and compared against faculty objectives.
- Analysis was conducted per case and across student groups.
Main Results:
- Student learning needs covered over 96% of faculty-specified objectives across all cases and groups.
- Minimal statistically significant differences were found in objective coverage among small groups for most cases.
- Variability in specific objectives explored by groups did not prevent overall alignment.
Conclusions:
- First-trimester dental students demonstrated a strong capability to generate learning needs that align well with faculty objectives in PBL.
- Student-generated learning needs provide a reliable measure of coverage for established educational goals in PBL.
- PBL effectively facilitates student-driven identification of relevant learning objectives.
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