A proposal for a problem‐oriented pharmacobiochemistry course in dental education

Güven, Yegane; Bal, Fatih; İşsever, Halim; Trosala, S.

doi:10.1111/eje.12049

Cited by 7 publications

(5 citation statements)

References 12 publications

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“…A recent study reported that students who enrolled in a PBL-based curriculum performed significantly better than students who enrolled in a traditional lecture-based curriculum 34. Similar findings were also reported in other studies 35–37. Our study showed that the Internet was the most used learning resource during SDL to prepare for PBL sessions.…”

Section: Discussionsupporting

confidence: 89%

<p>Problem-based learning: medical students’ perception toward their educational environment at Al-Imam Mohammad Ibn Saud Islamic University</p>

Aldayel

Alali

Altuwaim

et al. 2019

AMEP

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Background Problem-based learning (PBL) is a student-centered innovating instructional approach in which students define their learning objectives by using triggers from the problem case or scenario. Objectives To assess undergraduate medical students’ perception toward PBL sessions and to compare their perceptions among different sex and grade point average (GPA) in the college of medicine, Al-Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia. Materials and methods We conducted a cross-sectional study based on a self-administered anonymous online questionnaire during the first semester of the 2017–2018 academic year in IMSIU. The data were collected from male and female students of the second and third year, as well as male students of the fourth year. Results Out of 259 students, 152 (58.7%) completed the questionnaire. The students’ perception toward PBL was more positive than negative. Most of the students reported that PBL sessions increased their knowledge of basic sciences ( P =0.03). Furthermore, most students agreed that PBL provided a better integration between basic and clinical sciences which differed significantly between the different GPA groups ( P =0.02). Nevertheless, only 28.3% of the students agreed that the teaching staff is well prepared to run the sessions with significant statistical difference among different GPA groups ( P =0.02). Moreover, only 26.3% of the students reported that there was proper student training before starting the PBL sessions with no significant difference. Additionally, only 34.2% and 28.9% of the students felt that they learn better and gain more knowledge thorough PBL than lectures respectively, with no significant difference. Conclusion This study showed that tutors should be trained to guide the process of PBL effectively to achieve its goals. Moreover, students should be securely introduced to PBL and experience the development of their clinical reasoning through PBL. Further improvements are needed to provide students with an effective favorable learning environment and to take the students recommendations into consideration.

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Section: Discussionsupporting

confidence: 89%

<p>Problem-based learning: medical students’ perception toward their educational environment at Al-Imam Mohammad Ibn Saud Islamic University</p>

Aldayel

Alali

Altuwaim

et al. 2019

AMEP

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“…[24] Similar finding was also reported in other studies. [112526] Comparison of the students’ responses according to the academic year showed significant differences among different academic years (students assume responsibility for their own learning; P = 0.037). Among all academic years, first-year students reported a higher percentage for self-learning (72%), which is probably due to the fact that these students are not yet used to seek help from other or they may not know from where they can get support during or after PBL sessions.…”

Section: Discussionmentioning

confidence: 99%

Problem-based learning: Dental student's perception of their education environments at Qassim University

Alkhuwaiter

Aljuailan

Banabilh

2016

J Int Soc Prevent Communit Dent

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Aims:The objectives of this study were to assess perceptions of the Saudi dental students of the problem-based learning (PBL) curriculum and to compare their perceptions among different sex and academic years.Subjects and Methods:Data was collected through a questionnaire-based survey at Qassim College of dentistry. The questionnaire consisted of 19 questions regarding the perception of PBL curriculum and was distributed to 240 students. The chi-square test was used for statistical analysis of the data.Results:Out of the 240 students recruited for this study, 146 returned a complete questionnaire (the response rate was 60.8%). The majority of the students perceived that PBL enhances the ability to speak in front of people (91.1%); improved the ability to find the information using the internet/library (81.5%); enhances the problem-solving skills (71.3%); increases the practice of cooperative and collaborative learning (69.2%); improves the decision-making skills (66.4%). Sixty-five percent (n = 96) noted that some students dominate whereas others are passive during PBL discussion session. Statistically, significant differences were found in the following variables according to the academic year students assuming before responsibility for their own learning (P < 0.037) and the role of facilitator in the process (P < 0.034). Moreover, according to gender; there were statistically significant differences in the following variables, assuming responsibility for own learning (P < 0.003); activating prior knowledge and learning to elaborate and organize their knowledge (P < 0.009); enhancing the ability to find the information using the Internet/library (P < 0.014); PBL is effective without having lecture of the same topic (P < 0.025); helping in identifying the areas of weakness for improvement (P < 0.031); student understanding the objectives of the PBL session better than the conventional way (P < 0.040); and enhancing the ability to speak in front of people (P < 0.040).Conclusions:Perceptions of Saudi dental students regarding their education environments at Qassim College of dentistry using PBL hybrid curriculum were more positive than negative. However, improvements are still required to provide students with stimulating favorable learning environment and to take the students recommendations into consideration.

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“…9 In our study, students had settled the memory of sub jects of sterilization-disinfection and disease processes because these are highlighted many times in various clinical courses. 10 Henzi et al 3 performed a SWOT analysis (strengths, weaknesses, opportunities, and threats) of the dental curriculum, and "education based on memorization" was found as a weakness.…”

Section: Discussionmentioning

confidence: 99%

“…Previously we observed that the success rate of students who attended a problemoriented course was higher than when the same students attended a lecturebased course only. 10 In this type of learning method, the information given to solve the problem cases is more memorable, and the courses are designed to provide stu dents with clinical competency development to manage the health of patients in terms of dentistryrelated illness. Selfdirected learning and communication skills contribute to several of the supporting compe tences adopted by the ADEE.…”

Section: Discussionmentioning

confidence: 99%

Dental Students’ Perception of Competencies related to Biomedical Sciences in the Dental Curriculum

Güven¹,

Batu²,

Turan³

et al. 2018

International Journal of Experimental Dental Science

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Aim: A dentist should be empowered to have knowledge of basic biological, medical, technical, and clinical sciences to distinguish the difference between normal and pathological conditions. The aim of this study was to describe the perception of dental students about competencies related to biomedical sciences in dental curriculum. Materials and methods:A 26-question questionnaire was administered to fifth-year students who were the first group to complete the new integrated dental curriculum, to measure the extent to which the students had competences with biomedical science information, which were classified as "have knowledge," "have competence," and "have familiarity" according to the Profile and competences for the graduating European Dentist-update, 2009. A Likert-type 5-point scale was used (1 = not much, 5 = a great deal) to evaluate the answers. The opinion of the students about qualification of education was also assessed with six questions.Results: Fourteen questions related to "have knowledge" (Q1-17) of biomedical science subjects were rated somewhat, two rated them much, and one scored somewhat and much as equal on the Likert scale. Four questions related to "have competence" (Q18-24) were rated much, and three were rated somewhat. Students rated "have familiarity" with "pharmacology in general medicine" and "awareness of environmental issues relevant to dental biomaterials' use" (Q 25, 26) as somewhat. Most of the students approved of integrated education (60.7%). Conclusion:While planning and developing the curriculum aims to meet the practical needs of your future dentist, the importance of training based on competence should be taken into consideration.

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A proposal for a problem‐oriented pharmacobiochemistry course in dental education

Cited by 7 publications

References 12 publications

<p>Problem-based learning: medical students’ perception toward their educational environment at Al-Imam Mohammad Ibn Saud Islamic University</p>

<p>Problem-based learning: medical students’ perception toward their educational environment at Al-Imam Mohammad Ibn Saud Islamic University</p>

Problem-based learning: Dental student's perception of their education environments at Qassim University

Dental Students’ Perception of Competencies related to Biomedical Sciences in the Dental Curriculum

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A proposal for a problem‐oriented pharmacobiochemistry course in dental education

Cited by 7 publications

References 12 publications

<p>Problem-based learning: medical students&rsquo; perception toward their educational environment at Al-Imam Mohammad Ibn Saud Islamic University</p>

<p>Problem-based learning: medical students&rsquo; perception toward their educational environment at Al-Imam Mohammad Ibn Saud Islamic University</p>

Problem-based learning: Dental student's perception of their education environments at Qassim University

Dental Students’ Perception of Competencies related to Biomedical Sciences in the Dental Curriculum

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<p>Problem-based learning: medical students’ perception toward their educational environment at Al-Imam Mohammad Ibn Saud Islamic University</p>

<p>Problem-based learning: medical students’ perception toward their educational environment at Al-Imam Mohammad Ibn Saud Islamic University</p>