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Related Experiment Videos

Assessment of preclinical problem-based learning versus lecture-based learning

G R Login1, B J Ransil, M Meyer

  • 1Harvard School of Dental Medicine, Boston, MA, USA. glogin@bidmc.harvard.edu

Journal of Dental Education
|June 1, 1997
PubMed
Summary

Problem-based learning (PBL) showed improved science and medical knowledge compared to lecture-based learning (LBL) on a comprehensive exam. PBL students also received more positive feedback, indicating enhanced academic performance.

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Area of Science:

  • Medical Education
  • Curriculum Development

Background:

  • Traditional lecture-based learning (LBL) is a common method for teaching basic science in medical curricula.
  • Problem-based learning (PBL) has emerged as an alternative pedagogical approach, emphasizing active student engagement and critical thinking.

Purpose of the Study:

  • To compare academic performance on a standardized oral comprehensive exam (OCE) between students educated via PBL and LBL curricula.
  • To evaluate specific components of the OCE, including scientific knowledge, diagnostic skills, and treatment planning.

Main Methods:

  • A comparative study assessed graduating dental student classes (1991-1994) six months post-basic science coursework.
  • The Oral Comprehensive Exam (OCE) comprised six components, graded by multiple examiners using standardized scoring and subjective comments.

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  • Students in 1991 experienced LBL; 1993 and 1994 experienced PBL; 1992 experienced an incomplete PBL method.

    • Main Results:

    • Overall mean OCE scores did not significantly differ between PBL and LBL cohorts.
    • A significant improvement (p < 0.05) in the Science and Medical Knowledge component was observed for the PBL class of 1994 compared to the LBL class of 1991.
    • A non-significant increase in honors (40%, p=0.07) and a significant increase in positive examiner comments (269%, p < 0.001) were noted between 1991 and 1994.

    Conclusions:

    • While overall exam performance was similar, PBL demonstrated a positive impact on students' science and medical knowledge acquisition.
    • The increase in positive examiner comments suggests PBL may foster better communication and critical thinking skills.
    • Further research is warranted to fully elucidate the long-term benefits of PBL in medical education.