In a hybrid dental curriculum what is better for learning, PBL or TBL? A cross sectional study
Introduction: Innovative teaching strategies like problem-based learning (PBL) and Team-based learning (TBL) are applied in various medical and dental schools blended with traditional lecture-based learning. The college of dentistry, Princess Nourah bint Abdulrahman University (CD-PNU) adopted a hybrid dental curriculum from the commencement of the dental program, however, TBL was introduced to the students in the academic year 2018/2019. This study aimed to investigate the effectiveness of both PBL/TBL methodologies by appraising students’ perceptions since inadequate studies at present compared PBL/TBL for dental students in Saudi Arabia.
Material and Methods: The current cross-sectional study included 157 dental students from the second to the fifth year. Google survey forms were utilized. The questionnaires were adapted and modified from a validated questionnaire designed by Thompson and colleagues (2009). Pearson’s chi-squared test and descriptive analysis were used to analyze the data.
Results: In total, 82% of students completed the PBL questionnaire, and 84% achieved an almost similar survey for TBL. The data of the present study elaborated that both strategies were useful, Pre-session students’ preparations, student involvement and peer learning within groups was higher in TBL. More ever there was enhanced learning in TBL due to the competitiveness among the groups and the devised assessments during the sessions.
Conclusions: This study demonstrates that the students perceived PBL and TBL to be a satisfactory teaching and learning modality. They felt better decision making, clinical reasoning with both and showed improved communication skills, effective learning with more efficient tutor feedback in TBL.
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