• Users Online: 33
  • Home
  • Print this page
  • Email this page
Home About us Editorial board Search Ahead of print Current issue Archives Instructions to authors Subscribe Contacts Login 
Year : 2020  |  Volume : 7  |  Issue : 3  |  Page : 194-198

Problem-based learning in dentistry, implementation, and student perceptions

1 Department of General Dentistry, Penang International Dental College, Butterworth, Malaysia
2 Department of Oral Medicine and Radiology, Penang International Dental College, Butterworth, Malaysia
3 Department of Oral Pathology, Penang International Dental College, Butterworth, Malaysia
4 Department of Conservative Dentistry and Endodontics, Penang International Dental College, Butterworth, Malaysia

Correspondence Address:
Dr. Jayashri Tamanna Nerali
Department of General Dentistry, Penang International Dental College, Level 18.21, NB Tower, 5050, Jalan Bagan Luar, Butterworth
Login to access the Email id

Source of Support: None, Conflict of Interest: None

DOI: 10.4103/sjos.SJOralSci_15_20

Rights and Permissions

Introduction: Problem-based learning (PBL) is one of the most comprehensive and widely accepted student-centered tool for teaching and learning health professions education, wherein students define the problem, establish learning objectives, undergo self-directed learning and facilitate understanding of the problems. This study has been carried out with an aim of assessing 3rd year dental student's perception of PBL as a teaching and learning method over a 5-year period based on problem-solving and self-directed learning, cooperative learning, role of facilitator and product discussion. Methodology: The perception of 3rd year students from year 2014 to 2018 was assessed at the end of PBL sessions using a self-administered, structured questionnaire. Their responses were recorded using a five point Likert scale and data collected retrospectively was analyzed. Students' open feedback regarding the PBL process was also recorded and analyzed. Results: A total of 376 participants responded to the questionnaire (female = 250 [65%], male = 126 [35%]). Majority of students agreed that PBL improved problem-solving skill, self-directed learning and perceived that it had a positive impact on cooperative learning. Students also felt that PBL product discussion prepared them for future presentation and helped to clarify concepts. Conclusion: The results suggested that students had a positive attitude toward PBL and it improved their problem-solving skills as well as motivated them to learn and participate actively. Some students felt that PBL was time consuming, yet it was a fun and interesting way to learn.

Print this article     Email this article
 Next article
 Previous article
 Table of Contents

 Similar in PUBMED
   Search Pubmed for
   Search in Google Scholar for
 Related articles
 Citation Manager
 Access Statistics
 Reader Comments
 Email Alert *
 Add to My List *
 * Requires registration (Free)

 Article Access Statistics
    PDF Downloaded70    
    Comments [Add]    

Recommend this journal