Comparative analysis of learning effect for students who experienced both lecture-based learning and problem-based learning in a complete denture course

The purpose of this study was to analyze the difference in educational effect on students who experienced both lecture-based learning (LBL) and problem-based learning (PBL) in a complete denture course. The analysis focused on differences between the two methods concerning self study, ability to und...

Full description

Saved in:

Bibliographic Details
Published in:	Nihon Hotetsu Shika Gakkai zasshi Vol. 51; no. 3; p. 572
Main Authors:	Kawai, Yasuhiko, Yazaki, Takahiro, Matsumaru, Yuichi, Senzaki, Kozaburo, Asai, Hideaki, Imamichi, Yasuo, Ito, Mitsuto, Sugimura, Kaori, Takeo, Ai, Shu, Kazuyoshi, Izawa, Takeshi, Ohno, Yosuke, Yamamoto, Shiro, Kodaira, Maria, So, Kunio, Shima, Yuki, Hayashi, Yukio, Kuwahara, Katsuhisa, Kobayashi, Kihei
Format:	Journal Article
Language:	Japanese
Published:	Japan 2007
Subjects:	Denture, Complete Education, Dental - methods Learning Problem-Based Learning Prosthodontics - education Surveys and Questionnaires
Online Access:	Get more information
Tags:	Add Tag No Tags, Be the first to tag this record!

Description
Summary:	The purpose of this study was to analyze the difference in educational effect on students who experienced both lecture-based learning (LBL) and problem-based learning (PBL) in a complete denture course. The analysis focused on differences between the two methods concerning self study, ability to understand clinical inference, and appraisal of class contents and tutors. In the complete denture preclinical course, the class of 2003 received LBL in 3rd grade and PBL in 4th grade. PBL was planned to present five cases in five consecutive classes. Group discussion was carried out for each case, and a summary was required to be produced two times as a group, two times as an individual report and one time by group presentation. A questionnaire regarding the educational effect of LBL and PBL and assessment of tutors was administered. Factor analysis was carried out to classify the questionnaire items and each item was analyzed between LBL and PBL (Paired-t test). Factor analysis revealed that the questionnaire items could be classified into four components. Comparing lecture type and PBL: "study attitude" (4 out of 7 items), "clinical inference ability" (all items), "class contents" (5 out of 7 items) and "tutor appraisal" (2 out of 5 items) showed significant assessment with PBL. Eighteen of 27 items (66.6%) indicated the significant usefulness of PBL. PBL improves the educational effect of self study and clinical inference ability, in comparison with LBL. However, since students are passive about taking the same system class repeatedly, a strategy to improve their attitude needs to be considered.
ISSN:	0389-5386
DOI:	10.2186/jjps.51.572