[Home ] [Archive]    
:: Main :: About :: Current Issue :: Archive :: Search :: Submit ::
Main Menu
Journal Information::
Editorial Policies::
Articles archive::
For Authors::
Contact us::
Site Facilities::
::
Search in website

Advanced Search
Receive site information
Enter your Email in the following box to receive the site news and information.
Last site contents
:: Contact Us
:: Volume 31, Issue 4 (10-2019) ::
J Iran Dent Assoc 2019, 31(4): 189-194 Back to browse issues page
Effect of Hybrid Problem-Based Learning versus the Conventional Teaching Method on Dental Students’ Knowledge and Performance in Endodontics
Mandana Naseri1 , Yazdan Shantiaee2 , Negar Norouzi3 , Ali Mohammad Tavakol4 , Atefeh Gohari * 5
1- Associate Professor, Iranian Center for Endodontic Research, Research Institute of Dental Sciences, School of Dentistry, Shahid Beheshti University of Medical Sciences,Tehran, Iran
2- Associate Professor, Department of Endodontics, School of Dentistry, Shahid Beheshti University of Medical Sciences, Tehran, Iran
3- Assistant Professor, Department of Endodontics, Dental School, Mazandaran University of Medical Sciences, Sari, Iran
4- Private Practice, Tehran, Iran
5- Assistant Professor, Department of Endodontics, School of Dentistry, Shahid Beheshti University of Medical Sciences, Tehran, Iran
Abstract:   (2009 Views)
Background and Aim: With the advent of problem-based learning (PBL), pioneer universities across the world started using this method to improve learning quality. One of its modifications, hybrid-PBL, incorporates a combination of PBL and traditional teaching skills. This study compared the efficacy of hybrid PBL and the conventional instruction in terms of preclinical test scores and clinical procedural er-rors, representing dental students’ knowledge and performance, respectively.
Materials and Methods: This quasi-experimental study was conducted on 8th (preclinical) and 9th (clinical) semester dental students. Students at each educational level were randomly divided into two groups of conventional PBL and hy-brid PBL using permuted block randomization. Students in group 1 received conventional PBL and those in group 2 received hybrid PBL for the preclinical course on endodontic diagnosis and treatment planning. Similarly, students who took the clinical course were divided into two groups, and received instructions on prevention of canal transportation and zipping. Both groups were compared at the end of the se-mester regarding level of knowledge and clinical performance of students in preclinical and clinical courses, respectively. The acquired scores were analyzed using independent t-test and the logistic regression analysis.
Results: No significant difference was detected between the two learning methods re-garding knowledge. The hybrid PBL caused a significant reduction in the frequency of transportation and zipping errors (P=0.0001).
Conclusion: Hybrid PBL resulted in superior clinical performance with fewer trans-portation and zipping errors by dental students, while its effect was comparable to the conventional method on preclinical knowledge level of students.
Keywords: Endodontics, Education, Dental, Knowledge, Academic Performance, Problem-Based Learning
Full-Text [PDF 555 kb]   (841 Downloads)    
Type of Study: Original | Subject: Endodontics
References
1. Garetto L, Weissinger P, Goldblatt L. Introducing critical thinking into dental education. Alpha Omegan. 2004 Jul;97(2):28-34.
2. Naseri M, Ahangari Z, Shantiaee Y, Rasekhi J, Kangarlou A. The efficacy of an endodontic instructional multimedia program for enhancing the knowledge and skills of dental students. J Islam Dent Assoc Iran. 2013; 25(3):162-8.
3. Naseri M, Shantiaee Y, Rasekhi J, Zadsirjan S, Bi-dabadi MM, Khayat A. Efficacy of video-assisted instruction on knowledge and performance of dental students in access cavity preparation. Iran Endod J. 2016 Fall;11(4):329-331.
4. Bassir SH, Sadr-Eshkevari P, Amirikhorheh S, Karimbux NY. Problem-based learning in dental education: a systematic review of the literature. J Dent Educ. 2014 Jan;78(1):98-109.
5. Lahijani MSS, Kateb HRR. The effect of PBL and film showing, frequent quizzes and lecture-based method on short-term performance of dentistry students. J Med Educ. 2004;4(2):77-80.
6. Hartling L, Spooner C, Tjosvold L, Oswald A. Problem-based learning in pre-clinical medical education: 22 years of outcome research. Med Teach. 2010 Jan;32(1):28-35.
7. Use of problem-based learning in Canadian and U.S. dental schools: results of a survey. J Can Dent Assoc. 2002 Jan;68(1):26.
8. Berman LH, Hargreaves KM, Cohen's S, Burns RC. Cohen’s Pathways of the pulp. 11 ed: Else-vier Mosby; 2015:e 193.
9. Dent J, Harden R. A practical guide for medical teachers. 4th ed: Churchill Livingstone; 2013:240.
10. Suksudaj N, Townsend G, Kaidonis J, Lekkas D, Winning T. Acquiring psychomotor skills in op-erative dentistry: do innate ability and motivation matter? Eur J Dent Educ. 2012 Feb; 16(1):e187-e94.
11. Last K, Appleton J, Stevenson H. Basic science knowledge of dental students on conventional and problem‐based learning (PBL) courses at Liverpool. Eur J Dent Educ. 2001 Dec;5(4):148-54.
12. Schmidt HG, Rotgans JI, Yew EH. The process of problem‐based learning: what works and why. Med Educ. 2011 Aug; 45(8):792-806.
13. Rich SK, Keim RG, Shuler CF. Problem-based learning versus a traditional educational methodology: a comparison of preclinical and clinical periodontics performance. J Dent Educ. 2005 Jun;69(6):649-62.
14. Pau AK, Croucher R. The use of PBL to facilitate the development of professional attributes in second year dental students. Eur J Dent Educ. 2003 Aug;7(3):123-9.
15. Login GR, Ransil BJ, Meyer M, Truong NT, Donoff RB, McArdle PJ. Assessment of preclinical problem-based learning versus lecture-based learning. J Dent Educ. 1997 Jun; 61(6):473-9.
16. Prosser M. A student learning perspective on teaching and learning, with implications for problem-based learning. Eur J Dent Educ 2004 Apr;8(2):51-8.
17. Ratzmann A, Wiesmann U, Proff P, Kordaß B, Gedrange T. Student evaluation of problem-based learning in a dental orthodontic curriculum–A Pilot study. GMS Z Med Ausbild. 2013; 30(3):Doc34.
18. Galvão NS, Oliveira ML, Panzarella FK, Raitz R, Junqueira JLC. Traditional lecture versus PBL tutorials in Dental students’ knowledge acquisition. Revista da ABENO. 2018;18(4):76- 84.
19. Shao LN, Qiu LH, Zhan FL, Xue M. [Application of PBL combined with SP method in during-course practice of endodontics for un-dergraduate dental students]. Shanghai kou qiang yi xue. 2016 Oct;25(5):621-625.
20. Shao LN, Wang XM, Qiu LH, Zhan FL, Xue M. [Application of problem-based learning in pre-job training of postgraduate students in department of endodontics]. Shanghai kou qiang yi xue. 2013 Aug;22(4):462-5.
21. Brown G, Manogue M, Rohlin M. Assessing atti-tudes in dental education: Is it worthwhile? Br Dent J. 2002 Dec 21;193(12):703-7.
22. Fincham A, Baehner R, Chai Y, Crowe D, Fincham C, Iskander M, et al. Problem-based learning at the University of Southern California School of Dentistry. J Dent Edu. 1997 May; 61 (5):417-25.
23. Strobel J, van Barneveld A. When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdiscip J Probl Based Learn. 2009;3(1):4.
24. Katsuragi H. Adding problem-based learning tu-torials to a traditional lecture-based curriculum: a pilot study in a dental school. Odontology. 2005 Sep;93(1):80-5.
25. Albanese MA, Mitchell S. Problem-based learn-ing: A review of literature on its outcomes and implementation issues. Acad Med. 1993 Jan; 68(1):52-81.
26. Vernon DT, Blake RL. Does problem-based learning work? A meta-analysis of evaluative research. Acad Med. 1993 Jul;68(7):550-63.
27. Kawai Y, Yazaki T, Matsumaru Y, Senzaki K, Asai H, Imamichi Y, et al. [Comparative analysis of learning effect for students who experienced both lecture-based learning and problem-based learning in a complete denture course]. Nihon Hotetsu Shika Gakkai Zasshi. 2007 Jul; 51(3):572-81.
28. Reich S, Simon JF, Ruedinger D, Shortall A, Wichmann M, Frankenberger R. Evaluation of two different teaching concepts in dentistry using computer technology. Adv Health Sci Educ. 2007 Aug;12(3):321-9.
29. Blake RL, Hosokawa MC, Riley SL. Student per-formances on Step 1 and Step 2 of the United States Medical Licensing Examination following implementation of a problem-based learning curriculum. Acad Med. 2000 Jan;75(1):66-70.
30. Polyzois I, Claffey N, Mattheos N. Problem‐based learning in academic health education. A systematic literature review. Europ J Dent Educ. 2010 Feb;14(1):55-64.
Add your comments about this article
Your username or Email:

CAPTCHA



XML     Print


Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Naseri M, Shantiaee Y, Norouzi N, Tavakol A M, Gohari A. Effect of Hybrid Problem-Based Learning versus the Conventional Teaching Method on Dental Students’ Knowledge and Performance in Endodontics. J Iran Dent Assoc 2019; 31 (4) :189-194
URL: http://jida.ir/article-1-2080-en.html


Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Volume 31, Issue 4 (10-2019) Back to browse issues page
Journal of Iranian Dental Association

AWT IMAGE

This work is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License which allows users to read, copy, distribute and make derivative works for non-commercial purposes from the material, as long as the author of the original work is cited properly

Persian site map - English site map - Created in 0.05 seconds with 37 queries by YEKTAWEB 4645