Factors Influencing Dental Educators As They Develop Problem‐Based Learning Cases

Abstract

In problem-based learning (PBL) environments, patient cases encourage students' development of critical thinking and problem-solving. Previous research has found that non-structured patient cases fostered students' critical thinking and problemsolving abilities; however, structured cases dominate in dental PBL. The aim of this study was to explore factors influencing educators as they developed cases for a hybrid PBL dental education program in Canada. In this phenomenological study, semi-structured interviews were used to collect seven educators' experiences with PBL case development. Content analyses with conceptual mapping were triangulated with field notes, researcher memos, and member checking to elucidate codes and themes. There were two major themes and 14 subthemes. The major theme-external factors-involved environmental parameters that influenced educators to develop PBL cases with a definitive problem-solving approach and preferred solution. Structured PBL cases dominated because of limited curricular time for students to explore identified learning issues within a three-session framework. The hybrid PBL dental curriculum further influenced educators to develop structured PBL cases such that content was not duplicated by corresponding lectures. The second major theme-internal factors-encompassed the educators' beliefs and values about teaching and student learning. These educators were enthusiastic about PBL as an instructional strategy, but did not appear to support the PBL philosophy wherein students engage in self-directed, self-exploratory learning. Structured PBL case development occurred when educators believed students needed content expert guidance. Structured PBL cases dominated in the hybrid PBL program because the educators felt students needed guidance in solving the cases to meet the learning objectives within the limited curricular time.

Evaluating dental students’ perspectives on the concurrent teaching of didactic and case‐based courses

“…Based on feedback from students there are numerous opportunities for improvement in each of the courses, respectively, and how they are integrated. Many responses reflect what has previously been described in the literature as challenges to CBL – repeating cases between years, faculty calibration, and consistent grading of students 21 . An interesting trend in our data suggests that opinions change depending on what level of dental education the student is in.…”

“…Many responses reflect what has previously been described in the literature as challenges to CBL -repeating cases between years, faculty calibration, and consistent grading of students. 21 An interesting trend in our data suggests that opinions change depending on what level of dental education the student is in. On average, students in the early years of the curriculum may desire the cases to be more…”

Reflective writing in dental education to improve critical thinking and learning: A systematic review

“…Historically, predoctoral dental education has used a variety of instructional approaches including problem-based learning, Objective Structured Clinical Exams (OSCEs), and standardized patient activities. [9][10][11] Another technique, while less popular but potentially more effective if done well, is reflective writing.…”