Effectiveness of Problem-Based Learning versus Traditional Teaching Methods in Improving Acquisition of Radiographic Interpretation Skills among Dental Students—A Systematic Review and Meta-Analysis

• Published in: BioMed research international 2021, Vol.2021, p.9630285-19
• Main Authors: Luke, Alexander Maniangat, Mathew, Simy, Kuriadom, Sam Thomas, George, Jeny Mary, Karobari, Mohmed Isaqali, Marya, Anand, Pawar, Ajinkya Mansing
• Format: Article
• Language: English
• Subjects: Active learning; Blended learning; Clinical competence; Clinical trials; Cognition & reasoning; Collaboration; College students; Critical thinking; Dental schools; Dental students; Dentistry; Education; Educational research; Experiential learning; Humans; Independent study; Intervention; Knowledge; Learning; Learning strategies; Medical education; Meta-analysis; Methods; Personal Satisfaction; Problem based learning; Problem solving; Psychological aspects; Publication Bias; Qualitative analysis; Radiography; Radiology; Randomized Controlled Trials as Topic; Review; Risk; Skills; Students; Students, Dental; Systematic review; Teaching; Teaching methods
• ISSN: 2314-6133; 2314-6141
• DOI: 10.1155/2021/9630285

Problem-based learning is an experiential and student-centred learning method to practice important skills like querying, critical thinking, and collaboration through pair and group work. The study is aimed at comparing the effectiveness of problem-based learning (PBL) and traditional teaching (TT) methods in improving acquisition of radiographic interpretation skills among dental students. Clinical trials (randomized and nonrandomized) were conducted with the help of dental students studying oral radiology using PBL and TT methods and assessing radiographic interpretation skills, knowledge scores, and satisfaction level as outcomes. Articles published from PubMed/MEDLINE, DOAJ, Cochrane Central Register of Controlled Trials, and Web of Science were searched. The quality of the studies was evaluated using the Cochrane Collaboration Tool, the MINORS Checklist, and the Risk of Bias in Nonrandomized Studies of Interventions (ROBIN-I) tool. Meta-analysis was done using Review Manager 5.3. There were twenty-four articles for qualitative synthesis and 13 for meta-analysis. The cumulative mean difference was found to be 0.54 (0.18, 0.90), 4.15 (-0.35, 8.65), and -0.14 (-0.36, 0.08) for radiographic interpretation skills, knowledge scores, and satisfaction level, respectively, showing significant difference favouring PBL as compared to TT except for satisfaction level which favoured the TT group. To understand the long-term effectiveness of PBL over TT methods in oral radiology among dental students, well-designed long-term randomized controlled trials are needed.