Department of Prosthodontics and Chair Dental Education Unit, College of Dentistry, Qassim University, Saudi Arabia.
Department of Conservative Dental Sciences and Endodontics, College of Dentistry Qassim University, Saudi Arabia.
J Coll Physicians Surg Pak. 2021 Jun;31(6):710-715. doi: 10.29271/jcpsp.2021.06.710.
To identify the insights of dentistry students towards a new 3/1 problem-based learning (PBL) and team-based learning (TBL) blended package approach.
Mixed method triangulation design, using validating quantitative data model.
College of Dentistry, Qassim University, KSA, from March to July 2020.
Modified TBL within an existing PBL hybrid curriculum, by strategically designing three modified PBL sessions followed by one modified TBL session was evaluated. There were 241 students enrolled over five academic years of session 2019-2020, and all were included in the study. Feedback of the students regarding novel approach was collected at the culmination of the academic year through an e-questionnaire, utilising closed- and open-ended questions. Descriptive statistics and thematic analysis were used to analyse data.
In total, 124 (51.5%) students filled a questionnaire regarding use of PBL and TBL in the new blended approach. The median perception score of TBL was 3.9 (3.2-4.3) and PBL was 3.9 (3.3-4.3). Thematic analysis of the qualitative data supported the quantitative results. Students reported positive aspects of TBL experience as more engaging format, collaborative learning, teamwork, and group competition. They stated that PBL has improved their research, presentation, and clinical reasoning skills.
Students valued the novel PBL-TBL package as an optimum learning approach. They predominantly voted in favour of TBL. Students further identified the sequence and format of the current approach conducive to learning, feedback and assessment. Key Words: Hybrid curriculum, Team-based learning, Problem-based learning, Blended learning, Innovative instructional strategy.
确定牙科学学生对新的 3/1 基于问题的学习（PBL）和基于团队的学习（TBL）混合包方法的看法。
混合方法三角测量设计，使用验证的定量数据模型。
沙特阿拉伯盖西姆大学牙科学院，2020 年 3 月至 7 月。
在现有的 PBL 混合课程中使用改良的 TBL，通过战略性地设计三个改良的 PBL 课程，然后是一个改良的 TBL 课程进行评估。在 2019-2020 学年期间，有 241 名学生注册了五个学术课程，所有学生都参与了研究。在学年结束时，通过利用封闭式和开放式问题的电子问卷收集学生对新方法的反馈。使用描述性统计和主题分析来分析数据。
共有 124 名（51.5%）学生填写了一份关于 PBL 和 TBL 在新混合方法中使用的问卷。TBL 的中位数感知评分是 3.9（3.2-4.3），PBL 是 3.9（3.3-4.3）。对定性数据的主题分析支持了定量结果。学生报告了 TBL 体验的积极方面，例如更具吸引力的格式、协作学习、团队合作和小组竞争。他们表示，PBL 提高了他们的研究、演讲和临床推理技能。
学生重视新的 PBL-TBL 套餐作为最佳学习方法。他们主要投票赞成 TBL。学生进一步确定了当前方法的顺序和格式有利于学习、反馈和评估。
混合课程、团队学习、基于问题的学习、混合学习、创新教学策略。
