Alkhuwaiter Shahad S, Aljuailan Roqayah I, Banabilh Saeed M
Interns' Affairs Units, College of Dentistry, Qassim University, Buraidah, Saudi Arabia.
Department of Orthodontic and Pedodontic, College of Dentistry, Qassim University, Buraidah, Saudi Arabia.
J Int Soc Prev Community Dent. 2016 Nov-Dec;6(6):575-583. doi: 10.4103/2231-0762.195512.
The objectives of this study were to assess perceptions of the Saudi dental students of the problem-based learning (PBL) curriculum and to compare their perceptions among different sex and academic years.
Data was collected through a questionnaire-based survey at Qassim College of dentistry. The questionnaire consisted of 19 questions regarding the perception of PBL curriculum and was distributed to 240 students. The chi-square test was used for statistical analysis of the data.
Out of the 240 students recruited for this study, 146 returned a complete questionnaire (the response rate was 60.8%). The majority of the students perceived that PBL enhances the ability to speak in front of people (91.1%); improved the ability to find the information using the internet/library (81.5%); enhances the problem-solving skills (71.3%); increases the practice of cooperative and collaborative learning (69.2%); improves the decision-making skills (66.4%). Sixty-five percent ( = 96) noted that some students dominate whereas others are passive during PBL discussion session. Statistically, significant differences were found in the following variables according to the academic year students assuming before responsibility for their own learning ( < 0.037) and the role of facilitator in the process ( < 0.034). Moreover, according to gender; there were statistically significant differences in the following variables, assuming responsibility for own learning ( < 0.003); activating prior knowledge and learning to elaborate and organize their knowledge ( < 0.009); enhancing the ability to find the information using the Internet/library ( < 0.014); PBL is effective without having lecture of the same topic ( < 0.025); helping in identifying the areas of weakness for improvement ( < 0.031); student understanding the objectives of the PBL session better than the conventional way ( < 0.040); and enhancing the ability to speak in front of people ( < 0.040).
Perceptions of Saudi dental students regarding their education environments at Qassim College of dentistry using PBL hybrid curriculum were more positive than negative. However, improvements are still required to provide students with stimulating favorable learning environment and to take the students recommendations into consideration.
本研究的目的是评估沙特牙科学生对基于问题的学习（PBL）课程的看法，并比较不同性别和学年学生的看法。
通过在卡西姆牙科学院进行的问卷调查收集数据。问卷包括19个关于对PBL课程看法的问题，并分发给240名学生。采用卡方检验对数据进行统计分析。
在为本研究招募的240名学生中，146名返回了完整的问卷（回复率为60.8%）。大多数学生认为PBL提高了在众人面前讲话的能力（91.1%）；提高了使用互联网/图书馆查找信息的能力（81.5%）；增强了解决问题的技能（71.3%）；增加了合作学习的实践（69.2%）；提高了决策技能（66.4%）。65%（=96）的人指出，在PBL讨论环节中，一些学生占主导地位，而另一些学生则很被动。从统计学上看，根据学生在对自己的学习承担责任之前的学年（<0.037）以及促进者在该过程中的作用（<0.034），在以下变量中发现了显著差异。此外，根据性别；在以下变量中存在统计学上的显著差异，即对自己的学习承担责任（<0.003）；激活先验知识并学习阐述和组织自己的知识（<0.009）；提高使用互联网/图书馆查找信息的能力（<0.014）；PBL在没有相同主题讲座的情况下是有效的（<0.025）；有助于确定需要改进的薄弱领域（<0.031）；学生比传统方式更好地理解PBL课程的目标（<0.040）；以及提高在众人面前讲话的能力（<0.040）。
沙特牙科学生对卡西姆牙科学院采用PBL混合课程的教育环境的看法是积极的多于消极的。然而，仍需要改进，以为学生提供刺激的良好学习环境，并考虑学生的建议。
