Departamento de Medicina y Cirugía Bucofacial, Universidad Complutense de Madrid, Madrid, Spain.
Med Oral Patol Oral Cir Bucal. 2009 Nov 1;14(11):e583-7. doi: 10.4317/medoral.14.e583.
Problem-Based Learning (PBL) is a teaching-learning technique centred on the complete development of the student. It has been successfully implemented in several universities, notably in the health sciences. The process of creating the European Higher Education Area, initiated in Bologna, encourages European universities to use new methodologies in the teaching-learning process, including PBL. Our objectives were to analyze the results obtained by using PBL with fifth-year Dentistry students.
Comparison of academic results between students receiving lectures and PBL participants, and assessment of differences between them in the time devoted to tasks by students and teachers.
PBL participants obtained higher grades compared to those receiving lectures only (p<0.05). The two student groups devoted the same amount of time to this subject but the time distribution of tasks was very different, with PBL students spending more time on group work and analysis of the literature. The teachers devoted much more time to the PBL group.
PBL is a teaching-learning methodology that improves student academic results. PBL diverts student time to more complex tasks but requires a greater commitment from the teachers.
以学生全面发展为中心的问题式学习（PBL）是一种教学方法。它已在多所大学成功实施，尤其是在健康科学领域。博洛尼亚发起的创建欧洲高等教育区的进程鼓励欧洲大学在教学过程中采用新的方法，包括 PBL。我们的目的是分析五年级牙科学员使用 PBL 获得的结果。
对接受讲座和 PBL 参与者的学生的学术成绩进行比较，并评估他们在学生和教师完成任务的时间上的差异。
与仅接受讲座的学生相比，PBL 参与者的成绩更高（p<0.05）。两个学生群体在这门课上花费的时间相同，但任务分配时间差异很大，PBL 学生在小组作业和文献分析上花费的时间更多。教师为 PBL 小组投入了更多的时间。
PBL 是一种可以提高学生学习成绩的教学方法。PBL 将学生的时间转移到更复杂的任务上，但需要教师付出更多的努力。
