Traditional lecture versus PBL tutorials in Dental students’ knowledge acquisition
DOI:
https://doi.org/10.30979/rev.abeno.v18i4.757Palabras clave:
Teaching. Learning. Problem-Based Learning. Dentistry. Radiology.Resumen
Educators have currently recommended more dynamic models focused on the development of critical thinking, active learning and problem-solving. This prospective quantitative study aimed to compare the effect of two instructional formats - traditional lecture and problem-based learning (PBL) tutorials - on second-year dental students’ knowledge in oral radiology. The students were randomly allocated into two groups: control group n=64 (traditional) and experimental group n=65 (PBL), both submitted to a course of oral radiology at different times - control group in the first half of 2015 and as the experimental group in the second half of the same year. In 2016, a test containing 30 questions in oral radiology was applied for students in both groups to evaluate their learning acquisition. The questions covered three domains: general principles, radiobiology/radioprotection, and technique/interpretation. The students’ final score was compared between the two groups of teaching-learning methods by Mann-Whitney test. The significance level was set at 5% (α=0.05). The mean values of students’ final score of control and experimental groups were, respectively, 15.11 and 15.58 with no statistically significant difference between them (p>0.05). Additionally, no statistically significant difference (p>0.05) was observed between both groups even when the domains were analyzed separately. In conclusion, the PBL tutorials format did not have a direct influence on knowledge acquisition for these second-year dental students in oral radiology.
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