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A problem-based preclinical course for dental students

D B Ferguson1, S C Rutishauser

  • 1University of Manchester.

British Dental Journal
|May 24, 1997
PubMed
Summary

The University of Manchester

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Area of Science:

  • Dental Education
  • Medical Education
  • Problem-Based Learning

Background:

  • The Turner Dental School implemented a novel problem-oriented curriculum in 1994.
  • This curriculum integrates dental and medical students, creating the world's largest problem-based learning cohort.

Purpose of the Study:

  • To evaluate the impact of a new problem-oriented curriculum on dental student learning.
  • To assess the effectiveness of integrated medical and dental education in a problem-based learning (PBL) environment.

Main Methods:

  • A problem-based learning (PBL) approach was adopted, reducing lectures and emphasizing group work.
  • Students engaged with clinical cases, researched biological principles, and developed communication skills.
  • An informatics component involving computer skills was integrated into the curriculum.

Main Results:

  • Students demonstrated broader knowledge integration but less detailed subject mastery.
  • Dental students scored approximately 5% lower than medical students in new examination formats.
  • The curriculum's first year, designed for medical students, may not be optimal for dental students.

Conclusions:

  • The problem-oriented curriculum fosters broader knowledge integration and effective learning.
  • Further curriculum refinement is needed to optimize dental student outcomes within the integrated program.
  • The PBL approach presents a unique educational model for dental and medical training.

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