Effectiveness of Problem-Based Learning versus Traditional Teaching Methods in Improving Acquisition of Radiographic Interpretation Skills among Dental Students—A Systematic Review and Meta-Analysis

Abstract

Problem-based learning is an experiential and student-centred learning method to practice important skills like querying, critical thinking, and collaboration through pair and group work. The study is aimed at comparing the effectiveness of problem-based learning (PBL) and traditional teaching (TT) methods in improving acquisition of radiographic interpretation skills among dental students. Clinical trials (randomized and nonrandomized) were conducted with the help of dental students studying oral radiology using PBL and TT methods and assessing radiographic interpretation skills, knowledge scores, and satisfaction level as outcomes. Articles published from PubMed/MEDLINE, DOAJ, Cochrane Central Register of Controlled Trials, and Web of Science were searched. The quality of the studies was evaluated using the Cochrane Collaboration Tool, the MINORS Checklist, and the Risk of Bias in Nonrandomized Studies of Interventions (ROBIN-I) tool. Meta-analysis was done using Review Manager 5.3. There were twenty-four articles for qualitative synthesis and 13 for meta-analysis. The cumulative mean difference was found to be 0.54 (0.18, 0.90), 4.15 (-0.35, 8.65), and -0.14 (-0.36, 0.08) for radiographic interpretation skills, knowledge scores, and satisfaction level, respectively, showing significant difference favouring PBL as compared to TT except for satisfaction level which favoured the TT group. To understand the long-term effectiveness of PBL over TT methods in oral radiology among dental students, well-designed long-term randomized controlled trials are needed.

Cross‐sectional study of the quality of randomized control trials on problem‐based learning in medical education

“…In other words, PBL can not only improve students' professional skills through learning, but also exercise their ability to express themselves through presentations, improve their ability to conduct scientific research through literature retrieval, cultivate their clinical thinking through a comprehensive analysis of clinical cases, improve their capacity for teamwork through group discussion, and so forth. (Grupel et al, 2022; Luke et al, 2021; Wang et al, 2021). However, measurements and questionnaires alone cannot serve to evaluate all these teaching effects accurately and objectively.…”

Team- and Problem-Based Learning in Health Services: A Systematic Literature Review of Recent Initiatives in the United States

“…•instances of attribute: 20% •occurrences: 23,24,25,30,34,35,36,38,45,41,57,62,78,85 •Modified problem-based learning is the new norm in health services •Active learning methods in an online environment, with time, effort and scalability in mind.…”

Comparison of Interactive Teaching in Online and Offline Platforms among Dental Undergraduates

“…Several studies have demonstrated that interactive teaching mode was as excellent as conventional teaching methods, and in certain trials, it was proven to be the most effective learning approach [ 13 , 14 , 15 , 16 , 17 , 18 , 19 , 20 , 21 , 22 ]. Compared to traditional teaching approaches, interactive teaching has a considerable impact on cognitive achievement and learning attitude.…”