Abstract:
The aim of the study was to assess if problem-based learning produced a better impact on knowl-edge acquisition than traditional lecture methodology in the teaching of dentistry. A pilot study was carried out at Bahria University Medical and Dental College from May 2016 to January 2017. The study involved forty one students of third year BDS divided into two groups, PBL group and Lecture group. Each group contained a homogenous mix of high achievers and average students. Each of these groups was taught four topics of their course with problem-based learning and traditional lecture methodology respectively. The students were then put through a multiple choice questionnaire and viva voce session to assess their factual knowledge, comprehension and application in clinical cases. The multiple choice questions were categorized as recall, interpretation and problem-solving. The scores were recorded using MS Excel 2013 and SPSS 17 and Chi square was applied to compare the results of the two groups. P-values less than 0.05 were considered significant. The total score in multiple choice questions for the PBL group was 62% whereas for the lecture group it was 64%. Students from both the groups scored 77.8% in the recall category. In interpretation, the PBL group scored 55.6%, while the Lecture group scored 47.2%. In problem-solving, the Lecture group scored 77.8%, while the PBL group scored 55.6%. In the viva voce, students from the PBL group scored 61.1% while the Lecture group counterparts scored 57.2%. Chi-square analysis produced p-values greater than 0.05 in all categories, total multiple choice questions score as well as viva voce. Within the limitations of this study, it can be concluded that students taught through problem-based learning produce similar results as students taught by lecture methodology in the teaching of dentistry.
