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Perception of Problem Based Learning by Undergraduate Dental Students in Basic Medical Science
Sabita Paudel1, Nuwadatta Subedi2, Subash Sapkota3
1Department of Pharmacology, Gandaki Medical College, Pokhara, Kaski, Gandaki Province, Nepal.
Journal of Nepal Health Research Council
|October 3, 2021
Summary
Problem-based learning (PBL) effectively enhanced dental students' understanding of diabetes mellitus. Students perceived PBL positively, valuing discussions, content, and tutor facilitation for active, collaborative learning.
Area of Science:
- Medical Education
- Dental Education
Background:
- Problem-based learning (PBL) is a self-directed educational approach.
- Diabetes Mellitus was selected as the case study topic.
- Evaluating student perceptions and understanding in PBL is crucial.
Purpose of the Study:
- To assess dental students' perceptions of PBL.
- To evaluate student comprehension of the Diabetes Mellitus case study.
- To analyze the effectiveness of online PBL facilitation.
Main Methods:
- A descriptive study was conducted over one year (Nov 2019-Oct 2020).
- Second-year Bachelor of Dental Surgery students participated in a week-long online PBL session.
- Student understanding was measured via pre-post testing, with feedback collected using validated questionnaires.
Main Results:
- A significant improvement in correct responses was observed in 9 out of 12 evaluation questions.
- Students reported positive perceptions regarding discussions, content, objectives, lectures, tutors, and reference materials.
- Tutors were recognized for facilitating active, self-directed, contextual, and collaborative learning.
Conclusions:
- The majority of students agreed on the positive influence of discussions, content, objectives, and literature in PBL.
- Tutors were acknowledged for effectively stimulating self-directed, active, collaborative, and contextual learning.
- Online PBL is a viable method for enhancing dental student learning and engagement.
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