The role of combined problem-based learning (PBL) and case-based learning (CBL) teaching methodologies in dental education.

IF 1.4 Q3 EDUCATION, SCIENTIFIC DISCIPLINES Journal of Education and Health Promotion Pub Date : 2024-10-28 eCollection Date: 2024-01-01 DOI:10.4103/jehp.jehp_1824_23

Abhigyan Manas, Prabu Mahin Syed Ismail, Rohini Mohan, Guna Shekhar Madiraju, Mushir Mulla, Munaz Mulla, Prashant Babaji

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Abstract

Background: Innovative methods of teaching such as problem-based learning (PBL) and case-based learning (CBL) have shown promising results in academic understanding and application and enable one to manage their patients in a better manner. The study aimed to analyze the role of a combination of PBL and CBL teaching methodologies in a dental teaching institute in India.

Materials and methods: This prospective, cross-sectional randomized study comprised 500 students divided into two study groups, each consisting of 250 participants. Students in group A were provided PBL, whereas students in group B were exposed to CBL, followed by which questionnaire was distributed. Responses received were analyzed statistically for significance set at below 0.05.

Results: In this study, statistical difference in learning methods was observed with organizational capacities, self-process of learning, finding solutions for clinical diagnosis, encouraging self-learning, and developing skills for critical thinking process while comparing the PBL or CBL methodologies.

Conclusion: According to this study's findings, improvement in one's knowledge and clinical skills by a subject is much better when both of these techniques are combined.

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