Improved Student Performance Following Instructional Changes in a Problem‐Based Learning Curriculum

Abstract

Problem-based learning (PBL) supplements the traditional curriculum at the University of Iowa College of Dentistry and is used to introduce basic critical thinking skills and evidence-based dentistry. The objective of this article is to describe instructional changes made in response to student and faculty concerns and to compare the quality of student performance before and after the instructional changes. Instructional changes introduced in fall 2008 included replacing one learning report with a structured peer-reviewed manuscript critique in each of four cases, having the same course director evaluate all written assignments rather than facilitating faculty members, and eliminating midterm and inal assessment cases. The inal learning reports from irst-year dental students entering dental school in fall 2007 were compared to the inal reports of students entering in fall 2008. Final learning reports were evaluated using course grading criteria. Scores for students from fall 2008 were higher than those from fall 2007 for overall performance (p<0.001), overall background quality (p<0.001), overall clinical signiicance (p<0.001), and overall reference quality (p<0.001) as well as for individual components within each category. These results suggest that the implemented instructional changes were effective in improving student performance and reinforce the need to evaluate and revise instructional strategies in response to student and faculty concerns.

Introduction of problem-based learning in undergraduate dentistry program in Nepal

“…[ 12 ] Many other dental schools then started adopting this approach. [ 4 6 7 13 ] In the present study, we have tried this innovative learning methodology in a resource constraint country like Nepal and assessed its feasibility and challenges of initiating something new in the curriculum. The constraints in our setting can range from lack of conducive learning environment to the challenge of meeting the dental manpower need of the country.…”

“…Dental educators have felt the need for students to develop lifelong learning skills while preparing a career in dentistry. [ 6 7 ] The focus of PBL approach is on collaborative-cooperative learning, critical thinking, small-group learning, regular self-peer evaluations, and developing skills for lifelong learning. [ 8 ]…”

Attitudes Towards Problem‐Based Learning of Faculty Members at 12 U.S. Medical and Dental Schools: A Comparative Study

“…One research project that compared the results of a hybrid PBL methodology (using both PBL and lecture) with a lecture‐based curriculum found that students in the hybrid PBL curriculum demonstrated superior hypothesis generation skills and communication 13 . In another cross‐sectional study, PBL implementation for one year was found to improve student performance, increase overall clinical scores, and increase students’ citations of research articles 14 . Another study found that students who took PBL courses in oral and maxillofacial surgery had improved scores on examinations, as well as greater inclination toward teamwork and increased self‐confidence before clinical practice 15 .…”

Two critical thinking models—probing questions and conceptualization—adding 4 skillsets to the teacher's armamentarium

“…A succinct derivation of the expert's thought process has been effective in student-driven, patient-centered exercises previously reported. 2,4,6 The following examples are offered with the same scrutiny of deriving the thought process of the expert without quantifying performance assessment.…”

“…Critical thinking skillsets have been developed and reported for treatment planning, literature search, and critique, caries risk assessment, technology decision-making, EBD, geriatric risk assessment, IPP, reflections/situation analysis, behavior management, case presentation. [1][2][3][4][5][6][7][8][9] These peer-reviewed skillsets can aid in showing milestones so far established for explicit learning outcomes in critical thinking and can give insights to extend the boundaries to include conceptualizing the patient interaction. Emulation models in progress will demonstrate critical thinking skillsets deriving probing questions from the expert in social work and ethics.…”