Effectiveness of an online Problem-Based learning curriculum for training family medical doctors in Brazil

Tomaz, José Batista Cisne; Mamede, Sílvia; Filho, João Macêdo Coelho; Roriz‐Filho, Jarbas S.; Molen, Henk T. van der

doi:10.4103/1357-6283.178605

Cited by 18 publications

(42 citation statements)

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“…PBL and CBL have been described as promising tools for medical and dental education and have been used in varied fields of dental education (Donoff, 2006;Major & Palmer, 2001;Wang et al, 2008;Koh et al, 2008;Thistlethwaite et al, 2012;Tomaz et al, 2015). To maximize the effect of PBL and CBL, our study applied a teaching method integrating PBL and CBL in teaching MSFA, which achieved higher efficacy than the traditional teacher-centered method.…”

Section: Discussionmentioning

confidence: 98%

Application of problem-based learning and case-based learning integrated method in the teaching of maxillary sinus floor augmentation in implant dentistry

Liu

et al. 2020

PeerJ

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Background Teaching of maxillary sinus floor augmentation (MSFA) is challenging for dental educators due to the varied sinus anatomy and high rate of complications. The method integrating problem-based learning and case-based learning (PBL-CBL method) may be more effective than the traditional teacher-centered method. The aim is to evaluate the efficacy of the PBL-CBL method in teaching MSFA. Materials & Methods Ninety-two students who received training between 2015 and 2017 at the Department of Implant Dentistry were divided randomly into an experimental group and a control group. Students in the experimental group were trained using the PBL-CBL method, while those in the control group were trained using the traditional teacher-centered method. After three months of training, a survey of the students’ opinions about the corresponding teaching method was carried out through a feedback questionnaire. A theory test was used to investigate the level of MSFA knowledge among the students. A case analysis was designed to test whether the students can apply the knowledge in solving new problems. Results Compared with the control method, the PBL-CBL method resulted in higher scores in both the theory test and the case analysis, and obtained a higher rate of satisfaction among the students. The difference in scores between the two methods were statistically significant (P < 0.01), Conclusion The PBL-CBL method resulted in better results regarding acquisition of academic knowledge, ability in case analysis and student satisfaction compared with the teacher-centered method. It may be a promising mode for teaching complex surgical techniques in implant dentistry and other dental fields.

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Section: Discussionmentioning

confidence: 98%

Application of problem-based learning and case-based learning integrated method in the teaching of maxillary sinus floor augmentation in implant dentistry

Liu

et al. 2020

PeerJ

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show abstract

“…Manuscript to be reviewed Koh et al,2008;Thistlethwaite et al,2012;Tomaz et al,2015). To maximize the effect of PBL and CBL, our study applied a teaching method integrating PBL and CBL in teaching MSFA, which achieved higher efficacy than the traditional teacher-centered method.…”

Section: Discussionmentioning

confidence: 99%

Peer Review #3 of "Application of problem-based learning and case-based learning integrated method in the teaching of maxillary sinus floor augmentation in implant dentistry (v0.4)"

Mork¹

2020

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Background. Teaching of maxillary sinus floor augmentation (MSFA) is challenging for dental educators due to the varied sinus anatomy and high rate of complications. The method integrating problem-based learning and case-based learning (PBL-CBL method) may be more effective than the traditional teacher-centered method. The aim is to evaluate the efficacy of the PBL-CBL method in teaching MSFA. Materials & Methods. Ninety-two students who received training between 2015 and 2017 at the Department of Implant Dentistry were divided randomly into an experimental group and a control group. Students in the experimental group were trained using the PBL-CBL method, while those in the control group were trained using the traditional teacher-centered method. After three months of training, a survey of the students' opinions about the corresponding teaching method was carried out through a feedback questionnaire. A theory test was used to investigate the level of MSFA knowledge among the students. A case analysis was designed to test whether the students can apply the knowledge in solving new problems. Results. Compared with the control method, the PBL-CBL method resulted in higher scores in both the theory test and the case analysis, and obtained a higher rate of satisfaction among the students. The difference in scores between the two methods were statistically significant (P<0.01), Conclusion. The PBL-CBL method resulted in better results regarding acquisition of academic knowledge, ability in case analysis and student satisfaction compared with the teacher-centered method. It may be a promising mode for teaching complex surgical techniques in implant dentistry and other dental fields.

show abstract

“…PBL and CBL have been described as promising tools for medical and dental education and have been used in varied fields of dental education (Donoff, 2006;Major & Palmer,2001; PeerJ reviewing PDF | ( 2018:09:31026:4:1:NEW 21 Nov 2019) Manuscript to be reviewed Koh et al,2008;Thistlethwaite et al,2012;Tomaz et al,2015). To maximize the effect of PBL and CBL, our study applied a teaching method integrating PBL and CBL in teaching MSFA, which achieved higher efficacy than the traditional teacher-centered method.…”

Section: Discussionmentioning

confidence: 99%

Peer Review #1 of "Application of problem-based learning and case-based learning integrated method in the teaching of maxillary sinus floor augmentation in implant dentistry (v0.4)"

Doubleday¹

2020

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Background. Teaching of maxillary sinus floor augmentation (MSFA) is challenging for dental educators due to the varied sinus anatomy and high rate of complications. The method integrating problem-based learning and case-based learning (PBL-CBL method) may be more effective than the traditional teacher-centered method. The aim is to evaluate the efficacy of the PBL-CBL method in teaching MSFA. Materials & Methods.Ninety-two students who received training between 2015 and 2017 at the Department of Implant Dentistry were divided randomly into an experimental group and a control group.Students in the experimental group were trained using the PBL-CBL method, while those in the control group were trained using the traditional teacher-centered method. After three months of training, a survey of the students' opinions about the corresponding teaching method was carried out through a feedback questionnaire. A theory test was used to investigate the level of MSFA knowledge among the students. A case analysis was designed to test whether the students can apply the knowledge in solving new problems.Results. Compared with the control method, the PBL-CBL method resulted in higher scores in both the theory test and the case analysis, and obtained a higher rate of satisfaction among the students. The difference in scores between the two methods were statistically significant (P<0.01), Conclusion. The PBL-CBL method resulted in better results regarding acquisition of academic knowledge, ability in case analysis and student satisfaction compared with the teacher-centered method. It may be a promising mode for teaching complex surgical techniques in implant dentistry and other dental fields.

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Effectiveness of an online Problem-Based learning curriculum for training family medical doctors in Brazil

Abstract: The results may indicate that innovative pedagogical approaches such as PBL can be effective in an online environment in a low-resources context, with the advantages of DE approach.

Cited by 18 publications

References 0 publications

Application of problem-based learning and case-based learning integrated method in the teaching of maxillary sinus floor augmentation in implant dentistry

Application of problem-based learning and case-based learning integrated method in the teaching of maxillary sinus floor augmentation in implant dentistry

Peer Review #3 of "Application of problem-based learning and case-based learning integrated method in the teaching of maxillary sinus floor augmentation in implant dentistry (v0.4)"

Peer Review #1 of "Application of problem-based learning and case-based learning integrated method in the teaching of maxillary sinus floor augmentation in implant dentistry (v0.4)"

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