The role of combined problem-based learning (PBL) and case-based learning (CBL) teaching methodologies in dental education
BACKGROUND: Innovative methods of teaching such as problem-based learning (PBL) and case-based learning (CBL) have shown promising results in academic understanding and application and enable one to manage their patients in a better manner. The study aimed to analyze the role of a combination of PBL...
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| Published in | Journal of education and health promotion Vol. 13; no. 1; p. 417 |
|---|---|
| Main Authors | , , , , , , |
| Format | Journal Article |
| Language | English |
| Published |
India
Wolters Kluwer - Medknow
01.10.2024
Medknow Publications & Media Pvt. Ltd Wolters Kluwer Medknow Publications |
| Edition | 2 |
| Subjects | |
| Online Access | Get full text |
| ISSN | 2277-9531 2319-6440 2319-6440 |
| DOI | 10.4103/jehp.jehp_1824_23 |
Cover
| Abstract | BACKGROUND:
Innovative methods of teaching such as problem-based learning (PBL) and case-based learning (CBL) have shown promising results in academic understanding and application and enable one to manage their patients in a better manner. The study aimed to analyze the role of a combination of PBL and CBL teaching methodologies in a dental teaching institute in India.
MATERIALS AND METHODS:
This prospective, cross-sectional randomized study comprised 500 students divided into two study groups, each consisting of 250 participants. Students in group A were provided PBL, whereas students in group B were exposed to CBL, followed by which questionnaire was distributed. Responses received were analyzed statistically for significance set at below 0.05.
RESULTS:
In this study, statistical difference in learning methods was observed with organizational capacities, self-process of learning, finding solutions for clinical diagnosis, encouraging self-learning, and developing skills for critical thinking process while comparing the PBL or CBL methodologies.
CONCLUSION:
According to this study's findings, improvement in one's knowledge and clinical skills by a subject is much better when both of these techniques are combined. |
|---|---|
| AbstractList | BACKGROUND:
Innovative methods of teaching such as problem-based learning (PBL) and case-based learning (CBL) have shown promising results in academic understanding and application and enable one to manage their patients in a better manner. The study aimed to analyze the role of a combination of PBL and CBL teaching methodologies in a dental teaching institute in India.
MATERIALS AND METHODS:
This prospective, cross-sectional randomized study comprised 500 students divided into two study groups, each consisting of 250 participants. Students in group A were provided PBL, whereas students in group B were exposed to CBL, followed by which questionnaire was distributed. Responses received were analyzed statistically for significance set at below 0.05.
RESULTS:
In this study, statistical difference in learning methods was observed with organizational capacities, self-process of learning, finding solutions for clinical diagnosis, encouraging self-learning, and developing skills for critical thinking process while comparing the PBL or CBL methodologies.
CONCLUSION:
According to this study's findings, improvement in one's knowledge and clinical skills by a subject is much better when both of these techniques are combined. Innovative methods of teaching such as problem-based learning (PBL) and case-based learning (CBL) have shown promising results in academic understanding and application and enable one to manage their patients in a better manner. The study aimed to analyze the role of a combination of PBL and CBL teaching methodologies in a dental teaching institute in India. This prospective, cross-sectional randomized study comprised 500 students divided into two study groups, each consisting of 250 participants. Students in group A were provided PBL, whereas students in group B were exposed to CBL, followed by which questionnaire was distributed. Responses received were analyzed statistically for significance set at below 0.05. In this study, statistical difference in learning methods was observed with organizational capacities, self-process of learning, finding solutions for clinical diagnosis, encouraging self-learning, and developing skills for critical thinking process while comparing the PBL or CBL methodologies. According to this study's findings, improvement in one's knowledge and clinical skills by a subject is much better when both of these techniques are combined. BACKGROUND:Innovative methods of teaching such as problem-based learning (PBL) and case-based learning (CBL) have shown promising results in academic understanding and application and enable one to manage their patients in a better manner. The study aimed to analyze the role of a combination of PBL and CBL teaching methodologies in a dental teaching institute in India.MATERIALS AND METHODS:This prospective, cross-sectional randomized study comprised 500 students divided into two study groups, each consisting of 250 participants. Students in group A were provided PBL, whereas students in group B were exposed to CBL, followed by which questionnaire was distributed. Responses received were analyzed statistically for significance set at below 0.05.RESULTS:In this study, statistical difference in learning methods was observed with organizational capacities, self-process of learning, finding solutions for clinical diagnosis, encouraging self-learning, and developing skills for critical thinking process while comparing the PBL or CBL methodologies.CONCLUSION:According to this study’s findings, improvement in one’s knowledge and clinical skills by a subject is much better when both of these techniques are combined. Innovative methods of teaching such as problem-based learning (PBL) and case-based learning (CBL) have shown promising results in academic understanding and application and enable one to manage their patients in a better manner. The study aimed to analyze the role of a combination of PBL and CBL teaching methodologies in a dental teaching institute in India.BACKGROUNDInnovative methods of teaching such as problem-based learning (PBL) and case-based learning (CBL) have shown promising results in academic understanding and application and enable one to manage their patients in a better manner. The study aimed to analyze the role of a combination of PBL and CBL teaching methodologies in a dental teaching institute in India.This prospective, cross-sectional randomized study comprised 500 students divided into two study groups, each consisting of 250 participants. Students in group A were provided PBL, whereas students in group B were exposed to CBL, followed by which questionnaire was distributed. Responses received were analyzed statistically for significance set at below 0.05.MATERIALS AND METHODSThis prospective, cross-sectional randomized study comprised 500 students divided into two study groups, each consisting of 250 participants. Students in group A were provided PBL, whereas students in group B were exposed to CBL, followed by which questionnaire was distributed. Responses received were analyzed statistically for significance set at below 0.05.In this study, statistical difference in learning methods was observed with organizational capacities, self-process of learning, finding solutions for clinical diagnosis, encouraging self-learning, and developing skills for critical thinking process while comparing the PBL or CBL methodologies.RESULTSIn this study, statistical difference in learning methods was observed with organizational capacities, self-process of learning, finding solutions for clinical diagnosis, encouraging self-learning, and developing skills for critical thinking process while comparing the PBL or CBL methodologies.According to this study's findings, improvement in one's knowledge and clinical skills by a subject is much better when both of these techniques are combined.CONCLUSIONAccording to this study's findings, improvement in one's knowledge and clinical skills by a subject is much better when both of these techniques are combined. |
| Author | Mulla, Munaz Babaji, Prashant Madiraju, Guna Shekhar Mulla, Mushir Mohan, Rohini Manas, Abhigyan Ismail, Prabu Mahin Syed |
| AuthorAffiliation | 1 Department of Restorative Dentistry, College of Dentistry In Arrass, Qassim University, Kingdom of Saudi Arabia Department of Oral and Maxillofacial Surgery, Maharana Pratap Dental College Kanpur, Uttar Pradesh, India 6 Department of Pediatric Dentistry Sharavathi Dental College, Shivamogga, Karnataka, India 2 Swansea Bay University Health Board, Port Talbot Research Centre, Community Dental Services, Port Talbot, UK 5 Adjunct Professor, Department of Periodontics, Saveetha Dental College and Hospital, Saveetha Institute of Medical and Technical Sciences, Saveetha University, Chennai, Tamil Nadu, India 4 Assistant Professor, Department of Oral and Dental Health, College of Applied Health Sciences in Arrass, Qassim University, Saudi Arabia 3 Department of Preventive Dental Sciences, King Faisal University, AlHassa, Saudi Arabia |
| AuthorAffiliation_xml | – name: Department of Oral and Maxillofacial Surgery, Maharana Pratap Dental College Kanpur, Uttar Pradesh, India – name: 2 Swansea Bay University Health Board, Port Talbot Research Centre, Community Dental Services, Port Talbot, UK – name: 4 Assistant Professor, Department of Oral and Dental Health, College of Applied Health Sciences in Arrass, Qassim University, Saudi Arabia – name: 1 Department of Restorative Dentistry, College of Dentistry In Arrass, Qassim University, Kingdom of Saudi Arabia – name: 6 Department of Pediatric Dentistry Sharavathi Dental College, Shivamogga, Karnataka, India – name: 5 Adjunct Professor, Department of Periodontics, Saveetha Dental College and Hospital, Saveetha Institute of Medical and Technical Sciences, Saveetha University, Chennai, Tamil Nadu, India – name: 3 Department of Preventive Dental Sciences, King Faisal University, AlHassa, Saudi Arabia |
| Author_xml | – sequence: 1 givenname: Abhigyan surname: Manas fullname: Manas, Abhigyan – sequence: 2 givenname: Prabu Mahin Syed surname: Ismail fullname: Ismail, Prabu Mahin Syed – sequence: 3 givenname: Rohini surname: Mohan fullname: Mohan, Rohini – sequence: 4 givenname: Guna Shekhar surname: Madiraju fullname: Madiraju, Guna Shekhar – sequence: 5 givenname: Mushir surname: Mulla fullname: Mulla, Mushir – sequence: 6 givenname: Munaz surname: Mulla fullname: Mulla, Munaz – sequence: 7 givenname: Prashant surname: Babaji fullname: Babaji, Prashant |
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Innovative methods of teaching such as problem-based learning (PBL) and case-based learning (CBL) have shown promising results in academic... Innovative methods of teaching such as problem-based learning (PBL) and case-based learning (CBL) have shown promising results in academic understanding and... BACKGROUND:Innovative methods of teaching such as problem-based learning (PBL) and case-based learning (CBL) have shown promising results in academic... BACKGROUND: Innovative methods of teaching such as problem-based learning (PBL) and case-based learning (CBL) have shown promising results in academic... |
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| SubjectTerms | case-based Clinical Diagnosis dental education india Learning Processes Medical diagnosis Original Original Article Problem based learning problem-based Skill development Teaching methods |
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| Title | The role of combined problem-based learning (PBL) and case-based learning (CBL) teaching methodologies in dental education |
| URI | https://doi.org/10.4103/jehp.jehp_1824_23 https://www.ncbi.nlm.nih.gov/pubmed/39703663 https://www.proquest.com/docview/3121138498 https://www.proquest.com/docview/3147486575 https://pubmed.ncbi.nlm.nih.gov/PMC11658036 https://doaj.org/article/5efee00375384ab0afec81d65e5df5dd |
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