Establishing a Multidisciplinary PBL Curriculum in the School of Stomatology at Wuhan University

Abstract

This article describes how a multidisciplinary problem-based learning (PBL) curriculum was established at the School of Stomatology at Wuhan University (WHUSS) in China for preclinical education in a seven-year dental school program. Based on positive feedback from a modified PBL program implemented in one discipline, a multidisciplinary PBL curriculum was established. PBL training for facilitators and students, development of resource materials, curriculum design, and case writing were done in a manner that is consistent with the characteristics and learning style preferences of Chinese dental students. About 80 percent of the lectures were kept in the new PBL program. The multidisciplinary PBL curriculum has been successful in helping dental students mentally construct an understanding of the interrelationship between dental knowledge and basic science concepts. The experience at WHUSS indicates that there are clear benefits for students in the PBL format. A benefit to faculty is that PBL tutorial facilitators were partly liberated from their traditional roles and developed additional skills for facilitating. However, conflict arises when PBL-trained students encounter the traditional exam-centered education system.

Retracted publications and their citation in dental literature: A systematic review

“…Author misconduct resulted to be the most common reason for retraction (117 articles; 65.0%), followed by honest scientific errors (22 articles; 12.2%) and publisher‐related issues (19 articles; 10.6%). The reasons for the retraction of 12 articles (6.7%) were not explained in the retraction notice (Abou‐Madina, Ozcan, & Abdelaziz, ; Al‐Sukhun, Helenius, Lindqvist, & Thoren, ; El Fadl et al, ; Jin, Patil, & Sharma, ; Lan, Hadj‐Said, Foletti, Massereau, & Chossegros, ; Panaite, Klokkevold, & Charles, ; Pavel & Pavel, ; Saker, El‐Kholany, El‐Gendy, Fadhil, & Maria, ; Saker, El‐Kholany, Sakrana, & Maria, ; Sumanth, Boaz, & Shetty, ; Velleuer et al, ; Wang et al, ). Detailed description of the reasons for retraction of the included articles is provided in Table .…”

“…140 retracted articles out of 180 (77.8%) are still available in full text on respective journal websites, and 15 of these still available articles (10.7%) present no evident watermark clearly indicating the presence of a retraction (Acharya & Mandal, ; Asgary & Eghbal, ; Cuoghi, Sella, & de Mendonça, ; Dionysopoulos, Koliniotou‐Koumpia, Helvatzoglou‐Antoniades, & Kotsanos, ; Ellakwa & El‐Sheikh, ; Gulsahi et al, ; Khattab, El‐Seify, Shaaban, Radojevic, & Jankovic, ; Kurtulmus & Cotert, ; Nayyar, Khan, Bafna, Ahmed, & Chaluvaiah, ; Ni, Lin, Liu, & Xiao, ; Palenik, ; Scotti, Cardelli, Baldissara, & Monaco, ; Sumanth et al, ; Wang et al, ). The abstracts of 157 out of 180 retracted publications (87.2%) are still available on Pubmed, but 8 of these (5.1%) present neither a footnote nor any clear indication of the presence of a retraction notice (Agrawal, Singh, Rashmikant, Singh, & Chand, ; Dumitrescu, Zetu, & Teslaru, ; Ehrlich et al, ; Kumar et al, ; Maté Sánchez de Val et al, ; Rabanal, Bral, & Goldstein, ; Wang et al, ).…”

Evaluación del aprendizaje de los estudiantes de las carreras de medicina y odontología dentro de un modelo de atención interdisciplinario a nivel hospitalario, Centro Hospitalario Pereira Rossell, Montevideo Uruguay

“…7,8,9 La tarea tutorial cumple un rol central en el método de Aprendizaje Basado en Problemas (ABP), en el cual se busca la interacción del grupo y el logro del consenso del mismo para la explicación de los fenómenos y las soluciones propuestas. 10,11 La evaluación del aprendizaje puede definirse como la identificación y verificación de los conocimientos, los objetivos, las habilidades, no con el fin de dar una nota sino de observar y analizar cómo avanzan los procesos de aprendizaje y formación implementados. 12…”

Learning effectiveness and satisfaction of international medical students: Introducing a Hybrid–PBL curriculum in biochemistry

“…These changes have often been characterized by student‐centered learning that is called problem‐based learning (PBL). PBL originated in medical education at the McMaster University Medical School in Canada in 1969 and is a student‐centered pedagogy in which students work in small groups to study practical medical cases and solve real‐world problems . PBL is considered to be a learning technique with great potential to improve medical practice.…”