Introduction of problem-based learning in undergraduate dentistry program in Nepal

Area of Science:

• Dental Education
• Medical Education
• Pedagogy

Background:

• Problem-based learning (PBL) is a student-centered educational methodology increasingly adopted in dental schools.
• Implementing new teaching methods like PBL requires faculty and administrative buy-in.
• PBL aligns with the current need for student-centered learning approaches.

Purpose of the Study:

• To introduce Problem-based learning (PBL) in an undergraduate dental program.
• To assess the feasibility and identify challenges of implementing PBL in dentistry.
• To evaluate the impact of PBL on dental students' learning outcomes.

Main Methods:

• PBL was implemented over 5 days for 37 second-year Bachelor of Dental Surgery (BDS) students, mirroring a medical program's approach.
• A case module on the temporomandibular joint, mastication muscles, and occlusion was used, with students divided into groups for tutorials.
• Pre- and post-tests, along with tutor and student questionnaires, were administered to assess learning and gather feedback.

Main Results:

• Knowledge acquisition significantly increased post-PBL sessions, as evidenced by pre- and post-test scores.
• Student feedback indicated a preference for PBL due to its interactive, collaborative, and research-oriented nature.
• Students reported enhanced motivation and developed self-directed learning skills, while tutors gained experience in case design.

Conclusions:

• Problem-based learning (PBL) promotes interactive learning methods in dental education.
• PBL fosters self-directed learning skills, potentially cultivating lifelong learners.
• The study supports the integration of PBL into undergraduate dental curricula.