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Factors Influencing Dental Educators As They Develop Problem-Based Learning Cases.

Pauline H Imai1, Shelley Kresyman2, Joanna Asadoorian2

  • 1Dr. Imai is Dental Program Coordinator, Health Care Faculty, MTI Community College; Dr. Kresyman is a faculty member, School of Advanced Studies and Local Campus Education, University of Phoenix; and Dr. Asadoorian is an oral health education and research consultant. paulineimai@hotmail.com.

Journal of Dental Education
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PubMed
Summary
This summary is machine-generated.

Structured patient cases dominate dental problem-based learning (PBL) due to time constraints and educator beliefs. Educators favored guided learning over self-directed exploration in PBL case development.

Keywords:
curriculumdental educationdental facultyproblem-based learningqualitative studyteaching methods

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Area of Science:

  • Dental Education
  • Medical Education
  • Pedagogy

Background:

  • Problem-based learning (PBL) utilizes patient cases to foster critical thinking and problem-solving skills.
  • Research indicates non-structured cases enhance these abilities, yet structured cases are prevalent in dental PBL.
  • This study investigates factors influencing case development in a hybrid dental PBL program.

Purpose of the Study:

  • To explore the factors influencing dental educators' development of patient cases for a hybrid problem-based learning program.
  • To understand the rationale behind the prevalence of structured versus non-structured cases in this specific educational context.

Main Methods:

  • Phenomenological study design.
  • Semi-structured interviews with seven dental educators involved in PBL case development.
  • Content analysis, conceptual mapping, field notes, researcher memos, and member checking for data triangulation.

Main Results:

  • Two major themes emerged: external and internal factors influencing case development.
  • External factors included curricular time limitations and curriculum structure (hybrid model), favoring structured cases with definitive solutions.
  • Internal factors revealed educators' beliefs valuing guided learning and content expert input, even while supporting PBL as a strategy.

Conclusions:

  • External constraints like limited time and hybrid curriculum design significantly shape PBL case development towards a structured approach.
  • Educators' internal beliefs about student learning needs, emphasizing guidance over pure self-direction, reinforce the use of structured cases.
  • The findings suggest a tension between the ideal PBL philosophy and practical implementation in dental education, influenced by both systemic and individual factors.