Problem-based learning and case-based learning in dental education

Haiyan Wang · Lijun Liu · Yaoyang Xiong

80 citations0/0 files storedAnnals of Translational Medicine

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Problem and Project Based Learning Innovations in Medical Education Dental Education, Practice, Research

Abstract

BACKGROUND: Numerous novel teaching methods have been developed in recent times for use in medical education. Of these methods, problem-based learning (PBL) and case-based learning (CBL) have attracted the most attention. We evaluated and compared the efficiency of these two teaching methods in dental education and discussed the importance of teachers to these courses. This study aims to evaluate the efficiency of PBL and CBL in dental education, and discuss the importance of teachers to the courses. METHODS: In this study, 28 students enrolled in a seven-year program at the College of Stomatology at Shanghai Jiao Tong University were chosen as participants. In the fourth year, PBL combined with independent learning was used to teach students the theory of oral mucosal diseases. During the internship, CBL was used to present specific cases. Both methods were carried out with group discussion. After the PBL course, teachers assessed its effect by the students' class performance, their ability to collect data, and group cooperation. After the CBL course, its effect was assessed by the students' ability in history-taking, diagnosis and antidiastole, and case analysis. In addition, the teachers' roles in both methods were assessed by both the students and the teachers themselves. Data was collected by questionnaire survey and statistically analyzed with SPSS Statistics 20. RESULTS: PBL significantly improved students' self-learning abilities in the theory course. CBL helped students make diagnoses and develop treatment plans for actual cases in the internship. Both students and teachers thought that teachers were indispensable to both PBL and CBL. There was no difference between student and teacher views. CONCLUSIONS: Although PBL and CBL have different focuses, their combination may enhance teaching effectiveness in dental education. Additionally, teachers play an important role in the application of both these teaching methods.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 80 citations exist upstream.

References

2005Case based learning--a review of the literature: is there scope for this educational paradigm in prehospital education?2013The effectiveness of problem-based learning on development of nursing students’ critical thinking: A systematic review and meta-analysis 2001Assessing the Effectiveness of Problem-Based Learning in Higher Education: Lessons from the Literature 1993Problem-based learning in American medical education: an overview.1998Problem‐based learning: its rationale and efficacy 2001The Changing Face of Dental Education: The Impact of PBL 2000A conceptual framework to guide the development of self‐directed, lifelong learning in problem‐based medical curricula 2014Problem–Based Learning in Dental Education: A Systematic Review of the Literature

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.