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An overview of case-based and problem-based learning methodologies for dental education.
Nader A Nadershahi1, Daniel J Bender, Lynn Beck
1Requests for reprints should be addressed to Dr. Nader A. Nadershahi, University of the Pacific Arthur A. Dugoni School of Dentistry, 2155 Webster Street, San Francisco, CA 94115;. nnadershahi@pacific.edu.
Journal of Dental Education
|October 8, 2013
Summary
Dental education reform incorporates active learning strategies like problem-based and case-based learning. Case-based learning offers advantages for integrated predoctoral dental curricula.
Area of Science:
- Dental Education
- Curriculum Reform
- Active Learning Strategies
Background:
- Dental education reform influenced by key reports and white papers.
- Introduction of active learning strategies like problem-based and case-based learning into academic dentistry.
- Need for broader understanding of these approaches to support their expansion.
Purpose of the Study:
- Review major characteristics of problem-based and case-based learning.
- Situate these approaches within adult learning theory.
- Discuss advantages of case-based learning for integrated predoctoral dental curricula.
Main Methods:
- Literature review of active learning strategies in dental education.
- Analysis of problem-based and case-based learning characteristics.
- Discussion of theoretical underpinnings in adult learning theory.
Main Results:
- Problem-based and case-based learning are key active learning strategies.
- These methods align with adult learning principles.
- Case-based learning demonstrates significant advantages for integrated curricula.
Conclusions:
- Active learning strategies are integral to modern dental education reform.
- Case-based learning is particularly effective for developing multidisciplinary, integrated predoctoral dental programs.
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