Dimova, Cena and Evrosimovska, Biljana (2018) Implementation of problem-based learning in dental education. Knowledge – International Journal, 23 (2). pp. 513-517. ISSN 2545-4439
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Abstract
Abstract: Problem-based learning (PBL) is simply defined as “the learning which results from the process of working toward the understanding of, or resolution of a problem” and in 1980 was developed with aim to response to the problems and limitations of traditional teaching approaches. PBL has been introduced and developed into an important teaching method by which students gain the skills, knowledge, and attitude, and it is an important part of many medical and dental curricula. Establishing problem-based learning is very important and it improves logical thinking and significantly improves students’ participation and discussion. The various teaching methods used in medical and dental schools include lectures, small-group teaching, and laboratory sessions. PBL, a small-group teaching approach, requires students to use information to solve a problem, which is more effective than learning by reading or listening. In this approach, students are more active and thus can develop a variety of skills, such as teamwork, problem formulation, information finding, discussion and explanation of new information to others, decision making, and conclusion formulation. PBL is now used in many higher-education institutes globally, and it has been shown to be superior to more traditional methods. The undergraduate curriculum is divided into pre-clinical and clinical phases, with limited integration. Students learn theory and concepts through class room settings with didactic lectures. The students are also required to read text books, make class notes etc. the practical knowledge is through the patient work in various clinical specialties in the third and fourth year of the course. In the undergraduate curriculum clinical seminars, case presentations or present treatment planning concepts are compulsory. Therefore, developmental of analytical and logical skills are given importance in undergraduate training. In the undergraduate program importance is given for journal clubs, seminar presentation, which helps the students to organize their knowledge to improve the clinical skills. Lot of experiments and reforms had been made to dental curriculum all over the world. One of such reform which has gained acceptance all over the world is the Problembased learning. PBL is a student-centered approach in dental education, which facilitates the need of understanding the problem thoroughly and then retaining the knowledge by exposing students to skills such as clinical reasoning, critical thinking, and self-directed learning. In conclusion, evidence clearly supports the effectiveness of PBL in dental education. Through PBL, students learn to become associates in the teaching and learning processes; they take responsibility for their learning, successfully work as part of a team, cope with new and changing circumstances, and acquire lifelong learning skills. Therefore, PBL can improve the critical thinking of dental students, teaching them to analyze and solve real problems, which prepares them for their future careers.
Keywords: Problem based education, dental education
| Item Type: | Article |
|---|---|
| Subjects: | Medical and Health Sciences > Basic medicine Medical and Health Sciences > Clinical medicine Medical and Health Sciences > Health sciences Medical and Health Sciences > Other medical sciences |
| Divisions: | Faculty of Medical Science |
| Depositing User: | Cena Dimova |
| Date Deposited: | 01 Jun 2018 07:52 |
| Last Modified: | 01 Jun 2018 07:52 |
| URI: | https://eprints.ugd.edu.mk/id/eprint/20057 |
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