Perception and outcomes after implementation of problem‐based learning in predoctoral pediatric dentistry clinical education

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Abstract
Purpose: Problem‐based learning (PBL) has been a useful addition to health‐based curricula by supporting learning with contributory discussion, research, and critical analysis of evidence in a peer‐supported learning format. The aim of this study was to determine the impact of PBL on pediatric dentistry clinical education.Methods: First‐time pass‐rates in clinical and objective structured clinical examinations were measured in student cohorts receiving pediatric curricular formats with (PBL+) or without a PBL (PBL−) experience. Student perceived learning outcomes were measured through a voluntary survey. The numbers of each competency attempt were compared between the study groups (PBL+ or PBL−) using Wilcoxon Rank‐Sum tests or Fisher's exact tests. Mantel‐Hanzel ordinal chi‐square tested for differences in rates of agreement on survey responses from students in the PBL+ or PBL− groups. Significance was set at 0.05.Results: There was a significant improvement in the first‐time pass‐rates in five of seven competencies in the PBL+ group. A significantly higher proportion of students in the PBL+ group perceived that their predoctoral pediatric dentistry rotation improved their diagnostic skills compared to the students in the PBL− group (p < 0.001). However, there was no significant difference (p > 0.05) between the perceptions on satisfaction of clinical or non‐clinical staff support, perceived self‐improvement in radiographic or clinical skills or overall benefits of the predoctoral pediatric dentistry rotation.Conclusion: The addition of a PBL component to a traditional curricular format in a pediatric dentistry clinical rotation had a positive impact on learning in a predoctoral dental program.

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