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Effectiveness of Problem-Based Learning in Dental Education: A Scoping Review
Zhuoyi Liao1, Chen Zhen1, Zhang Hongbo2
1Department of Periodontology, Affiliated Stomatology Hospital of Guangzhou Medical University, Guangdong Engineering Research Center of Oral Restoration and Reconstruction, Guangzhou Key Laboratory of Basic and Applied Research of Oral Regenerative Medicine, Guangzhou, Guangdong Province, China.
Problem-based learning (PBL) enhances dental student satisfaction but shows mixed results in academic performance. Modified PBL (mPBL) demonstrates the highest learning gains, suggesting targeted innovations improve outcomes over traditional hybrid approaches.
Area of Science:
- Medical Education
- Dental Education
- Pedagogical Research
Background:
- Problem-based learning (PBL) is a student-centered approach widely used in medical education.
- Existing evidence on PBL's effectiveness, particularly in dental education, requires synthesis.
- Scoping reviews are crucial for understanding the characteristics and comparative effectiveness of PBL.
Purpose of the Study:
- To explore PBL characteristics in dental education.
- To compare PBL's effectiveness against other pedagogical approaches.
- To evaluate outcomes using Kirkpatrick's four-level model.
Main Methods:
- Scoping review utilizing the Arksey and O'Malley framework.
- Comprehensive database search (PubMed, Web of Science, EBSCO) from 1990-2024.
- Outcome classification via Kirkpatrick's model; quality assessment using MERSQI.
Main Results:
- 106 studies (15,675 students) included; hybrid PBL (hPBL) most common (57.5%).
- PBL significantly enhanced student satisfaction (86.8% superiority) and learning (69.6% superiority), especially in clinical reasoning.
- Modified PBL (mPBL) showed the highest learning-level superiority (78.6%); methodological quality was generally limited.
Conclusions:
- A satisfaction-performance gap exists, with higher satisfaction than learning superiority rates.
- PBL excels in applied competencies and long-term retention, though not always on standardized exams.
- Future research needs robust designs and longitudinal tracking to link satisfaction, learning, and behavior.