Application of problem-based learning in a large class in stomatology course

Journal of Oral and Maxillofacial Surgery : Official Journal of the American Association of Oral and Maxillofacial Surgeons
Xing Jun QinXu Kai Wang

Abstract

To determine the feasibility of implementing problem-based learning (PBL) in a large class and whether previous PBL experience is necessary. A total of 236 students from 2 large classes at China Medical University were enrolled. One class (118 students) had had a previous small-group PBL experience and another class (113 students) had not. Each class was subdivided into 15 groups (7 to 8 students/group) and took 2 separate 100-minute PBL sessions per week with the same teaching faculty. Each PBL class had 2 facilitators, 1 content expert facilitator, and 1 nonexpert facilitator. The results of the theoretical examination and case analysis examinations were analyzed using the t test. Questionnaires were used to evaluate both student and facilitator perceptions. The feedback from both students and facilitators was positive. According to the questionnaires, both experienced and non-experienced students acknowledged that the teaching method was enjoyable and functional. The test results showed students had achieved the learning objectives. The results of the theoretical and case analysis examinations showed no significant difference between the PBL experienced class and the non-experienced class. The mean study hours spent weekly b...Continue Reading

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Citations

Sep 24, 2014·The British Journal of Oral & Maxillofacial Surgery·Rele Ologunde, Mark Sykes
Oct 28, 2014·Biochemistry and Molecular Biology Education : a Bimonthly Publication of the International Union of Biochemistry and Molecular Biology·Verena Kulak, Genevieve Newton
Nov 20, 2021·Journal of Dental Education·Ignacio MacphersonLuís Giner-Tarrida

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