Role of problem-based learning in undergraduate dental education: a questionnaire-based study
Authors Binshabaib M, Shalabi M, Mansour S, Alageel L, Alsuwidan N, ALHarthi SS
Received 27 July 2018
Accepted for publication 20 November 2018
Published 20 February 2019 Volume 2019:10 Pages 79—84
Checked for plagiarism Yes
Review by Single-blind
Peer reviewers approved by Dr Colin Mak
Peer reviewer comments 3
Editor who approved publication: Dr Anwarul Azim Majumder
Munerah Binshabaib,1 Manal Shalabi,1 Soad Mansour,2 Lamia Alageel,1 Nourah Alsuwidan,1 Shatha Subhi ALHarthi1
1Department of Preventive Dental Sciences, Princess Nourah Bint Abdulrahman University, Riyadh, Saudi Arabia; 2Division of Radiology, Princess Nourah Bint Abdulrahman University, Riyadh, Saudi Arabia
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
This work is published and licensed by Dove Medical Press Limited. The full terms of this license are available at https://www.dovepress.com/terms.php and incorporate the Creative Commons Attribution - Non Commercial (unported, v3.0) License. By accessing the work you hereby accept the Terms. Non-commercial uses of the work are permitted without any further permission from Dove Medical Press Limited, provided the work is properly attributed. For permission for commercial use of this work, please see paragraphs 4.2 and 5 of our Terms.Download Article [PDF] View Full Text [HTML][Machine readable]