Comparison of students' perception of problem‐based learning and traditional teaching method in a Nigerian dental school

Objectives To evaluate the perceptions of dental students on problem‐based learning, PBL, in comparison with the traditional lecture (TL) method. Methods This comparative study was conducted amongst 72 dental undergraduates. PBL was introduced to the students before the commencement of course. PBL m...

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Bibliographic Details
Published in:European journal of dental education 2020-05, Vol.24 (2), p.207-212
Main Authors: Oderinu, Olabisi H., Adegbulugbe, Ilemobade C., Orenuga, Omolola. O., Butali, Azeez
Format: Article
Language:English
Subjects:
dental undergraduates
Dentistry
Education, Dental
Factor analysis
Humans
Learning
Nigeria
Perception
Perceptions
Problem-Based Learning
Questionnaires
Schools, Dental
Science education
Statistical analysis
Students
Students, Dental
Students, Medical
Surveys and Questionnaires
Teaching
teaching method
Teaching methods
traditional lecture
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Summary:Objectives To evaluate the perceptions of dental students on problem‐based learning, PBL, in comparison with the traditional lecture (TL) method. Methods This comparative study was conducted amongst 72 dental undergraduates. PBL was introduced to the students before the commencement of course. PBL method was used by the student to learn about cariology, whilst other lecture topics were taught by the TL. Students were not informed at the beginning of the course about end of course assessment of learning and teaching methods to limit their bias. The study was approved by the institution's ethics committee, and informed consent was obtained from participants at the end of the course to recruit them into the study. The students worked in small groups to solve tasks on clinical case scenarios. Four class sessions were held for presentations and discussions. The students' perceptions concerning the two teaching methods were sought by the use of an anonymously completed questionnaire. Six perceived factors that influenced the teaching and learning process were extracted from the twenty‐two‐perception‐item questionnaire using factor analysis. Paired sample t test was used for comparison of means. Results The highest mean scores for all six perceived factors were observed in the PBL method. There were statistically significant differences (P 
ISSN:1396-5883
1600-0579
DOI:10.1111/eje.12486