1Assistant professor, Oral & Maxillofacial pathology Dept. Dental Branch of Tehran, Islamic Azad University, Tehran, Iran
2Post graduate student of Oral & Maxillofacial Surgery, Faculty of Dentistry, Tehran University of Medical Sciences, Tehran, Iran
3Student of Dentistry, Dental Branch of Tehran, Islamic Azad University, Tehran, Iran
*Corresponding author: Shahryar Bashiri; E-mail: dr.s.bashiri@gmail.com
Online published on 17 July, 2017.
This was an attempt to compare the extent of educational objectives achievements in oral pathology course using two methodologies; teacher-oriented instruction (TOI) & problem-based learning (PBL).
The present study was carried out on 24 third-year students of general dentistry in Dental Faculty of Shahed University. The non-randomized interventional census sampling and Will-Coxon statistical method were used. After the instruction, a multiple-choice test and a questionnaire were designed for each method to measure the teaching methodologies efficacy and the degree of students’ satisfaction.
The participants’ average score obtained from the questionnaires were 48±15.82 and 42.75±12.23 For TOI and PBL methods, respectively. However, there was not a significant difference between these results. (P = 0.166) Also, There was not a significant difference between the participants’ tests using these two teaching methodologies (p=0.414). However, the questionnaires’ analyses show that there was a significant relationship between achieving the objectives and test scores in teacher-oriented group. Pearson's correlation coefficient were 0.415 & p=0.044. Hence, the correlation coefficient were 0.283 and p=0.180 for problem based learning method, respectively. The questionnaires’ analyses showed that the extent of fulfillment was mentioned as desirable by 6; acceptable by 16 and unacceptable by 2 participants in teacher-oriented group. Though, in PBL group, it was reported to be desirable by 6, acceptable by 14, and unacceptable by 4 informants.
After teacher-oriented instruction -1 participant got poor, 9 moderate & 14 ones good scores. However, after problem based learning - 1 informant got poor, 18 moderate and 5 participants got good scores. Conclusion: In the present study, there was not any significant difference between PBL method and TOI in students’ achievements to educational objectives in two topics of oral pathology course. Furthermore, using PBL method didn’t show a significant difference in students’ test scores in the related topics.
Problem based Learning, dentistry students, achievements, educational, teacher
