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

Rimal, Jyotsna; Paudel, Bishnu Hari; Shrestha, Ashish

doi:10.4103/2229-516x.162276

Cited by 11 publications

(8 citation statements)

References 13 publications

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“…This is corroborated in another study, where dental students expressed that formulating learning objectives themselves, motivated them to learn the new topic in PBL by developing self-directed learning skills. 16 The emerging themes in student reflections are similar to other published studies. 17,18 Team based learning, collaboration, innovative learning method, quest for knowledge, long term retention have been reported earlier.…”

Section: Discussionsupporting

confidence: 79%

Evaluation of hybrid problem-based learning in large classrooms: a qualitative and quantitative analysis

Kharay¹,

Sharma²,

Bansal³

2018

Int J Res Med Sci

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Background: Problem Based Learning (PBL) for teaching preclinical sciences has been proposed in curricular reform by Medical Council of India. PBL is a student-centred approach, enabling deep and transformative student learning. A 'hybrid' approach to PBL uses a range of class-based teaching methods; delivering a mode of PBL which is less resource intensive and more flexible than 'pure' PBL. In hybrid PBL, problems are solved in groups, but lectures are used to present the fundamental concepts and difficult topics. Our institution follows a traditional lecturebased curriculum. The present cohort study was undertaken to determine student and faculty perceptions for hybrid PBL as well as impact on student engagement. Methods: Hybrid PBL method was implemented for one cohort of hundred first year medical students. Previous batch was used as control taught by traditional lecture-based curriculum alone. Methodological triangulation design was employed for impact of hybrid PBL on student engagement (attendance scores-Chi square) and student and faculty perception to hybrid PBL (reflections-grounded theory) Results: The mean attendance score of MBBS batch 2016 was significantly better than batch 2015 (p=0.0001). The emerging themes in student reflections were innovative method, collaborative learning, quest for knowledge, promote long term retention and links to real-life scenario. Acquisition of soft skills (social and moral responsibility) was novel emerging theme in student reflections. Active student participation and improved critical thinking were themes expressed in faculty perceptions. Conclusions: Hybrid PBL with small groups is successful in large classrooms. Introduced at the initial phase of undergraduate medical education, it can assist robust self-appraisal in students and strengthen soft skills.

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Section: Discussionsupporting

confidence: 79%

Evaluation of hybrid problem-based learning in large classrooms: a qualitative and quantitative analysis

Kharay¹,

Sharma²,

Bansal³

2018

Int J Res Med Sci

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“…They increase critical thinking, analytic reasoning, synthesis, and problem solving skills (Choy & O'Grady, 2012;Friesen & Scott, 2013;Hmelo-Silver, 2004;James, Al Khaja, & Sequeira, 2015;Kadle, 2014;Khan et al, 2015;MacVane Phipps, Whitney, Meddings, & Evans, 2015). The positive impact has been so notable that many schools and programs across the globe have adopted a student-centered inquiry-or problem-based approach for their curriculum, as noted in such case studies as White (2015) at the Tulane School of Public Health and Tropical Medicine, in MacVane Phipps, Whitney, Meddings, and Evans (2015) in the Division of Midwifery at the University of Bradford, in Rimal, Paudel, and Shrestha (2015) at BP Koirala Institute of Health Sciences in Dharan, Nepal, in James, Al Khaja, and Sequeira (2015) in the College of Medicine and Medical Sciences at the Arabian Gulf University in the Kingdom of Bahrain, in Friesen and Scott (2013) by the Alberta Ministry of Education, in Khan (2015) at the Army Medical College in Rawalpindi and many other colleges in Pakistan, and in Lesgold (2001) by the University of Pittsburgh in collaboration with the U.S. Air Force.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Contextualized Writing: Promoting Audience-Centered Writing through Scenario Based Learning

Golden

2018

ij-sotl

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Scenario-based learning is an approach for student-centered learning used in the medical and legal fields, but is little used in liberal arts. In this study, I examine students' understanding and application of audiencecentered writing techniques after a semester of formal scenario-based essays and problem-based activities. Comparing the grades of two experimental groups and one control group showed consistently higher class averages in the two experimental groups exposed to the problem-based scenarios, averages one to two letter grades higher than that of the control group. The findings also revealed increased critical thinking, problem solving, and decision making. The summative assessment was grant funded and used the Collegiate Learning Assessment Plus (CLA+). The final results of the study yielded significance.

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“…Results of a metaanalysis showed that PBL increases students' ability in the domains of cognition and skills (8). Another study indicated that PBL promotes long-term learning in students of dentistry by encouraging them (9).…”

Section: Discussionmentioning

confidence: 99%

The Benefits of Problem-Based Learning as Active Learning in Theoretical Physiology of Autonomic Nervous System Course for Medical Students

Seifi

Bakhshi

Imani

et al. 2017

Strides Dev Med Educ

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Background: Traditional teaching methods such as lectures alone cannot meet educational needs in the medical sciences. It is necessary to supplement lectures with additional methods in order to prepare the students for problem solving in real situations. Objectives: The present study aimed at employing the problem-based learning (PBL) method in the theoretical physiology of autonomic nervous system (ANS) course for medical students and comparing the results with the customary method of lectures. Methods: In 2014, first-year medical students enrolled in the neurology curricular block at Tehran University of Medical Sciences were randomly assigned to two groups. One group participated in classes with lectures, while the other group was divided into subgroups of 10 for PBL sessions. In the first session of PBL, a scenario pertaining to ANS was presented, and then the students were asked to expand the scenario and discuss it using brainstorming method. The first session was held on introducing a reference for studying. In the second session, students in each group presented the results of their individual studies, and a representative from each group gave a report in line with the educational objectives of the class. Finally, a short-answer final test and survey were administered. Data were analyzed using independent samples t-test and Levene's test. Results: Based on results, mean scores of students in the PBL group (15.20 ± 3.31) were significantly higher than those of students in the lecture group (12.38 ± 4.49) (P < 0.001). Based on the survey, students preferred PBL to lectures. Conclusions: PBL promotes motivation, self-confidence, and communication skills, all of which contribute to the better learning of the students who attended the theoretical physiology of ANS course.

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

Cited by 11 publications

References 13 publications

Evaluation of hybrid problem-based learning in large classrooms: a qualitative and quantitative analysis

Evaluation of hybrid problem-based learning in large classrooms: a qualitative and quantitative analysis

Contextualized Writing: Promoting Audience-Centered Writing through Scenario Based Learning

The Benefits of Problem-Based Learning as Active Learning in Theoretical Physiology of Autonomic Nervous System Course for Medical Students

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