Department of Pediatric Dentistry, Children's Hospital Colorado and School of Dental Medicine, University of Colorado Anschutz Medical Campus, Aurora, Colorado, USA.
Center for Research Outcomes in Children's Surgery (ROCS), Children's Hospital Colorado, Aurora, Colorado, USA.
J Dent Educ. 2022 Feb;86(2):169-177. doi: 10.1002/jdd.12796. Epub 2021 Oct 1.
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.
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.
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.
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.
以问题为基础的学习（PBL）通过支持以同伴支持的学习形式进行有贡献的讨论、研究和对证据的批判性分析，为基于健康的课程增添了有益内容。本研究旨在确定 PBL 对儿牙临床教育的影响。
在接受儿科课程模式（PBL+）或无 PBL（PBL-）经验的学生群体中，测量临床和客观结构化临床考试的首次通过率。通过自愿调查衡量学生的感知学习成果。使用 Wilcoxon 秩和检验或 Fisher 确切检验比较研究组（PBL+或 PBL-）中每个能力尝试的次数。Mantel-Hanzel 有序卡方检验用于检验 PBL+或 PBL-组学生调查回复的一致性率差异。显著性水平设定为 0.05。
在 PBL+组的七个能力中的五个中，首次通过率有显著提高。与 PBL-组的学生相比，PBL+组的学生中，有更高比例的学生认为他们的牙预修儿科旋转提高了他们的诊断技能（p<0.001）。然而，在临床或非临床人员支持的满意度、对放射或临床技能的自我改进或牙预修儿科旋转的整体收益的感知方面，没有显著差异（p>0.05）。
在牙预修儿科临床轮转中，将 PBL 组成部分添加到传统课程模式中，对牙预修牙科课程产生了积极的影响。
