•  
  •  
 

Journal of Medical Education

Challenges and Rewards in Establishing Problem-based Learning in a Hybrid Dental Curriculum

Abstract

Problem-based learning (PBL) is a learning approach that involves the use of interdisciplinary problems to trigger learning. In a traditional didactic approach, the learning is subject- or programme-driven with individual subjects studied in isolation. In response to comments by employers of new graduates, many educators turn to the PBL approach in an attempt to improve the quality of graduates they produced. These include aspects of students' learning, attitudes and development of skills in problem solving, self-directed learning, communication and critical thinking. This paper highlights challenges and rewards one may experience in introducing PBL. These challenges can be categorized into (i) paradigm shift of the teaching and learning approach, and (ii) implementation issues, involving time constraints, scheduling of PBL sessions in a hybrid curriculum, lack of supporting facilities for students and compliance by educators and students. The challenge to induce paradigm shift is to overcome resistance of educators to the change and reduce misconceptions of PBL, which will eventually improve compliance. Obtaining support from top management, and instilling confidence in facilitation amongst the educators through training and exposure workshops, are some of the necessary measures taken to overcome these challenges. There is also a need of committees to look into the design of the case scenarios, the preparation of the facilitator's guide, and the assessment format. The rewards that come with it are (i) changes in attitude of the educators and (ii) students' acceptance of the PBL approach, with a perceived improvement of knowledge and understanding of concepts and relationships between different parts of the course.

First Page

189

Last Page

196

DOI

10.6145/jme.200506_9(2).0008

This document is currently not available here.

Share

COinS