Problem-based learning versus lectures: Comparison of academic results andtime devoted by teachers in a course on Dentistry in Special Patients

Objectives: Problem-Based Learning (PBL) is a teaching-learning technique centred on the complete developmentof the student. It has been successfully implemented in several universities, notably in the health sciences. Theprocess of creating the European Higher Education Area, initiated in Bologna, encourages European universitiesto use new methodologies in the teaching-learning process, including PBL. Our objectives were to analyze theresults obtained by using PBL with fifth-year Dentistry students. Study design: Comparison of academic resultsbetween students receiving lectures and PBL participants, and assessment of differences between them in the timedevoted to tasks by students and teachers. Results: PBL participants obtained higher grades compared to thosereceiving lectures only(p<0.05). The two student groups devoted the same amount of time to this subject but thetime distribution of tasks was very different, with PBL students spending more time on group work and analysisof the literature. The teachers devoted much more time to the PBL group. Conclusions: PBL is a teaching-learningmethodology that improves student academic results. PBL diverts student time to more complex tasks but requiresa greater commitment from the teachers (AU)

Problem-based learning versus lectures: comparison of academic results and time devoted by teachers in a course on Dentistry in Special Patients.

OBJECTIVES: Problem-Based Learning (PBL) is a teaching-learning technique centred on the complete development of the student. It has been successfully implemented in several universities, notably in the health sciences. The process of creating the European Higher Education Area, initiated in Bologna, encourages European universities to use new methodologies in the teaching-learning process, including PBL. Our objectives were to analyze the results obtained by using PBL with fifth-year Dentistry students. STUDY DESIGN: Comparison of academic results between students receiving lectures and PBL participants, and assessment of differences between them in the time devoted to tasks by students and teachers. RESULTS: PBL participants obtained higher grades compared to those receiving lectures only (p<0.05). The two student groups devoted the same amount of time to this subject but the time distribution of tasks was very different, with PBL students spending more time on group work and analysis of the literature. The teachers devoted much more time to the PBL group. CONCLUSIONS: PBL is a teaching-learning methodology that improves student academic results. PBL diverts student time to more complex tasks but requires a greater commitment from the teachers.