Role of problem-based learning in undergraduate dental education: a questionnaire-based study

Abstract

Background

There is a debate regarding the significance of problem-based learning (PBL) model in educational systems. The aim of this study was to assess the awareness of dental students at the Princess Nourah Bint Abdulrahman University (PNU), Saudi Arabia, toward PBL.

Methods

The present cross-sectional study was performed at the College of Dentistry, PNU, Riyadh, Saudi Arabia. An anonymous, standardized and self-administered questionnaire (based on nine items) coded as 1, 2, 3 and 4 was distributed to the first-, second-, third- and fourth-year undergraduate students, respectively, after a seminar that focused on the perceptions of PBL among the students at the end of the academic year 2017. The questionnaire was developed following an exhaustive search of indexed databases. Based on the students’ responses (yes/no) to the questions, group mean differences (95% CI) were computed and Pearson’s chi-squared test was used for data analysis. Cronbach’s alpha coefficient was also determined. The level of significance was set at P<0.05.

Results

In total, 238 female undergraduate dental students (61 first-year, 59 second-year, 60 third-year and 58 fourth-year students) were included. The Cronbach’s alpha coefficient ranged between 0.82 and 0.93. Group comparisons (95% CI) showed no statistically significant difference in the responses (yes) of students in the first, second, third and fourth year of academic years related to the perceptions listed earlier (P>0.05).

Conclusion

Perception of female undergraduate dental students at the PNU was inconclusive. Further studies are warranted in this regard.

Keywords:

• problem-based learning
• dental education
• perception
• questionnaire

Disclosure

The authors report no conflicts of interest in this work.