Follow-up assessment of problem-based learning in dental alveolar surgery education: a pilot trial

Abstract

The PBL mode of teaching integrated dental alveolar surgery may improve preparedness for clinical practice and help undergraduates to develop the desire to collaborate.

Effects of problem‐based learning on delivering medical and nursing education: A systematic review and meta‐analysis of randomized controlled trials

“…Twenty‐two RCTs involving 1969 participants were included (Bai et al, 2017; Bukumiric et al, 2022; Cong et al, 2017; Dyke et al, 2001; Faisal et al, 2016; Jamshidi et al, 2021; Khatiban et al, 2019; Khatiban & Sangestani, 2014; Kim, 2019; Kim & Shin, 2014, 2016; Lee & Son, 2022; Li et al, 2020; Lian & He, 2013; Lin et al, 2010; Lohse et al, 2003; Peng et al, 2021; Pourshanazari et al, 2013; Smits et al, 2003; Sun & Qi, 2017; Wu et al, 2020; Zhao & Cong, 2019). The numbers of participants in the experimental and control groups were 1003 and 966, respectively.…”

“…Most of the performance outcomes were objective assessments from tutors or supervisors. Fifteen studies reported analyzable outcomes of performance for the meta‐analysis (Bai et al, 2017; Bukumiric et al, 2022; Cong et al, 2017; Jamshidi et al, 2021; Khatiban et al, 2019; Khatiban & Sangestani, 2014; Kim & Shin, 2014; Lee & Son, 2022; Li et al, 2020; Lin et al, 2010; Peng et al, 2021; Smits et al, 2003; Sun & Qi, 2017; Wu et al, 2020; Zhao & Cong, 2019), among which all 15 reported post‐interventional performance scores, and seven also reported performance scores before interventions (Jamshidi et al, 2021; Khatiban et al, 2019; Kim & Shin, 2014; Lee & Son, 2022; Lin et al, 2010; Smits et al, 2003; Sun & Qi, 2017; Wu et al, 2020; Table 2). The maximum score ranged from 3 to 100.…”

“…Sixteen studies reported outcomes of satisfaction feedback from participants (Bai et al, 2017; Bukumiric et al, 2022; Cong et al, 2017; Khatiban & Sangestani, 2014; Kim, 2019; Li et al, 2020; Lian & He, 2013; Lin et al, 2010; Lohse et al, 2003; Peng et al, 2021; Pourshanazari et al, 2013; Smits et al, 2003; Sun & Qi, 2017; Wu et al, 2020; Zhao & Cong, 2019), among which four reported positive feedback (Dyke et al, 2001; Peng et al, 2021; Pourshanazari et al, 2013; Wu et al, 2020). Three studies reported satisfaction assessment results of all participants without grouping (Bukumiric et al, 2022; Lian & He, 2013; Lohse et al, 2003) and were not included in the meta‐analysis (Table 2).…”

“…The knowledge outcomes were derived mainly from theoretical examinations. Fifteen studies reported this type of outcome, among which 11 reported post-interventional examination results about knowledge (Bai et al, 2017;Bukumiric et al, 2022;Cong et al, 2017;Dyke et al, 2001;Faisal et al, 2016;Kim & Shin, 2014;Li et al, 2020;Lian & He, 2013;Lohse et al, 2003;Peng et al, 2021;Pourshanazari et al, 2013), three reported both pre-and post-intervention examination results (Jamshidi et al, 2021;Kim & Shin, 2016;Smits et al, 2003), and one reported the change of examination results after interventions (Khatiban & Sangestani, 2014; Table 2). The max- Most of the performance outcomes were objective assessments from tutors or supervisors.…”

The Effect of Problem-Based Learning on Students' Entrepreneurship Level in Social Studies Course

“…Maskur (2020) found that PBL helped students with research skills by enabling them to benefit from different sources of information. Similarly, Bai et al (2017) and Naimnule et al (2020) considered PBL as a method that provides students with research skills. Kardipah and Wibawa (2020) emphasized that students learned to use time effectively, in other words, they gained time management skills, depending on the multi-stage structure of PBL.…”