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A problem-based course in dental implantology

F A Bell¹, W D Hendricson

¹Department of Oral and Maxillofacial Surgery, University of Texas Health Science Center at San Antonio 78284.

Journal of Dental Education

|September 1, 1993

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This problem-based learning (PBL) course in dental implantology successfully engaged senior students. The innovative approach fostered independent learning and exceeded faculty expectations for student performance.

Area of Science:

Dental Education
Implantology
Problem-Based Learning (PBL)

Background:

Predoctoral dental education requires effective clinical training methods.
Problem-based learning (PBL) offers a student-centered approach to complex medical and dental education.

Purpose of the Study:

To implement and evaluate a problem-based learning (PBL) course in predoctoral implantology.
To assess student engagement, learning outcomes, and overall satisfaction with the PBL methodology.

Main Methods:

A problem-based learning (PBL) curriculum was designed for ten senior dental students.
Students participated in small group tutorials, case analysis, and independent research on identified learning issues.
Hands-on clinical experience included implant surgery, prosthodontics, and maintenance therapy.

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Course evaluation involved peer and tutor assessments, and oral examinations.

Main Results:

Students actively identified learning needs and pursued independent research.
The progressive disclosure case format mirrored evolving patient treatment.
Student performance surpassed faculty expectations.
Student feedback was overwhelmingly positive and supportive of the PBL experience.

Conclusions:

Problem-based learning (PBL) is an effective pedagogical strategy for predoctoral implantology training.
This PBL model promotes active learning, critical thinking, and clinical skill development in dental students.
The integration of PBL with hands-on clinical practice enhances dental implantology education.