Problem-based Learning vs Lectures—Comparison of Academic Performances among Dental Undergraduates in India: A Pilot Study

Introduction Effective teaching is critical for student learning, especially in professional field, such as dentistry. To cope with the dynamic state of society, the changing pattern of diseases, a clear understanding of the links between basic sciences, technology, and health care systems are crucial. Future health care provider's education system should encourage the development of learning characteristics, such as critical thinking and problem-solving. Problem-based learning (PBL) is one such method. Aims and objectives To evaluate the efficacy of PBL vs lecture method of teaching among the final-year dental undergraduates. Materials and methods A comparative study with 38 finalyear dental students, 19 students in PBL and 19 students in lecture groups were undertaken. The PBL group was further divided into three smaller groups. Both the groups were given a topic from the undergraduate curriculum of Public Health Dentistry prescribed by Dental Council India (DCI) and were assessed for their academic performances through an internal assessment examination. Results Both the groups consisted of higher number of females. Mean marks obtained by PBL group was 6.63 ± 1.80, which was significantly higher as compared with the lecture group which was 4.84 ± 1.17 (p = 0.001**). Conclusion Students in PBL group showed better academic performance as compared with students in the lecture group. How to cite this article Rekha K, Naganandini S, Eshwar S, Manvi S, Markose J. Problem-based Learning vs Lectures— Comparison of Academic Performances among Dental Undergraduates in India: A Pilot Study. World J Dent 2017; 8(1):59-66.