Comparing Case-Based with Team-Based Learning: Dental Students' Satisfaction, Level of Learning, and Resources Needed

Area of Science:

• Dental Education
• Medical Pedagogy
• Learning Methodologies

Background:

• Traditional dental education models are evolving.
• Innovative teaching strategies are crucial for effective knowledge and skill acquisition.
• Comparing case-based learning (CBL) and team-based learning (TBL) is essential for optimizing dental curricula.

Purpose of the Study:

• To compare third-year dental students' satisfaction and learning levels between case-based learning (CBL) and team-based learning (TBL).
• To evaluate the resource implications, including faculty and student time and room usage, for both CBL and TBL methodologies.
• To assess knowledge and application recall in dental students following exposure to CBL versus TBL.

Main Methods:

• A comparative study involving 68 third-year dental students in a U.S. dental school over two sequential semesters.
• One semester utilized case-based learning (CBL), while the subsequent semester employed team-based learning (TBL).
• Student satisfaction and learning levels (knowledge and application) were assessed via surveys and exams, alongside faculty-reported resource utilization.

Main Results:

• Students reported significantly higher satisfaction and better conceptual understanding with case-based learning (CBL) compared to team-based learning (TBL).
• Knowledge exam scores were higher in the team-based learning (TBL) course (86%) versus case-based learning (CBL) (82%), with equal scores for application (86%).
• Resource requirements were substantial for both methods; TBL used fewer facilitators and rooms but demanded more weekly time from students and faculty than CBL.

Conclusions:

• While dental students express greater preference and understanding with case-based learning (CBL), team-based learning (TBL) appears more effective for enhancing knowledge recall.
• Both CBL and TBL are resource-intensive, with trade-offs in infrastructure versus time commitment for students and faculty.
• Curriculum designers should consider these pedagogical and resource factors when selecting or integrating learning methodologies in dental education.