Binshabaib Munerah, Shalabi Manal, Mansour Soad, Alageel Lamia, Alsuwidan Nourah, ALHarthi Shatha Subhi
Department of Preventive Dental Sciences, Princess Nourah Bint Abdulrahman University, Riyadh, Saudi Arabia,
Division of Radiology, Princess Nourah Bint Abdulrahman University, Riyadh, Saudi Arabia.
Adv Med Educ Pract. 2019 Feb 20;10:79-84. doi: 10.2147/AMEP.S181658. eCollection 2019.
There is a debate regarding the significance of problem-based learning (PBL) model in educational systems. The aim of this study was to assess the awareness of dental students at the Princess Nourah Bint Abdulrahman University (PNU), Saudi Arabia, toward PBL.
The present cross-sectional study was performed at the College of Dentistry, PNU, Riyadh, Saudi Arabia. An anonymous, standardized and self-administered questionnaire (based on nine items) coded as 1, 2, 3 and 4 was distributed to the first-, second-, third- and fourth-year undergraduate students, respectively, after a seminar that focused on the perceptions of PBL among the students at the end of the academic year 2017. The questionnaire was developed following an exhaustive search of indexed databases. Based on the students' responses (yes/no) to the questions, group mean differences (95% CI) were computed and Pearson's chi-squared test was used for data analysis. Cronbach's alpha coefficient was also determined. The level of significance was set at <0.05.
In total, 238 female undergraduate dental students (61 first-year, 59 second-year, 60 third-year and 58 fourth-year students) were included. The Cronbach's alpha coefficient ranged between 0.82 and 0.93. Group comparisons (95% CI) showed no statistically significant difference in the responses (yes) of students in the first, second, third and fourth year of academic years related to the perceptions listed earlier (>0.05).
Perception of female undergraduate dental students at the PNU was inconclusive. Further studies are warranted in this regard.
关于基于问题的学习（PBL）模式在教育系统中的重要性存在争议。本研究的目的是评估沙特阿拉伯努拉公主大学（PNU）牙科专业学生对PBL的认知情况。
本横断面研究在沙特阿拉伯利雅得的PNU牙科学院进行。在2017学年末举办了一场关于学生对PBL认知的研讨会后，分别向一年级、二年级、三年级和四年级的本科学生发放了一份编码为1、2、3和4的匿名、标准化且自我填写的问卷（基于九个项目）。该问卷是在对索引数据库进行详尽搜索后编制的。根据学生对问题的回答（是/否），计算组间均值差异（95%置信区间），并使用Pearson卡方检验进行数据分析。还确定了Cronbach's alpha系数。显著性水平设定为<0.05。
总共纳入了238名牙科专业本科女生（61名一年级学生、59名二年级学生、60名三年级学生和58名四年级学生）。Cronbach's alpha系数在0.82至0.93之间。组间比较（95%置信区间）显示，与上述认知相关的各学年一、二、三、四年级学生的回答（是）在统计学上无显著差异（>0.05）。
PNU牙科专业本科女生的认知尚无定论。在这方面需要进一步研究。
