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Self-assessment of active learning and critical thinking during problem-based learning: An exploratory study.

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  • 1Department of Health Professional Education, Bahria University Medical and Dental College, Karachi, Pakistan.

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Summary

Problem-based learning improved dental students' active learning and critical thinking skills over time. The study validated a self-assessment scale for these skills in the local context.

Keywords:
Active learning, Critical thinking, Dental undergraduates, Problem-based learning, PBL, Self-assessment.

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Area of Science:

  • Medical Education
  • Dental Education

Background:

  • Problem-based learning (PBL) is an active learning strategy.
  • Assessing its impact on student skills is crucial.

Purpose of the Study:

  • Evaluate PBL's effect on dental students' active learning and critical thinking perception.
  • Validate a self-assessment scale for these skills.

Main Methods:

  • Exploratory study at Bahria University Dental College, Karachi (Feb-Sep 2020).
  • First and second-year dental undergraduates participated.
  • Self-assessment questionnaire administered twice post-PBL tutorials.
  • Data analyzed using SPSS 23.

Main Results:

  • Significant increase in mean questionnaire scores observed over time in both first and second-year batches (p=0.001).
  • Cronbach's alpha values indicated good reliability (0.735 for first-years, 0.802 for second-years).

Conclusions:

  • Problem-based learning enhances dental students' perception of active learning and critical thinking skills.
  • The self-assessment scale is validated for use in the local context.