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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

DOI https://doi.org/10.2147/AMEP.S181658

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


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