Problem-based Learning in Dental Education

Abstract

Abstract Problem-based learning (PBL) is a student-centred pedagogy, in which students gain knowledge through the experience of solving an open-ended problem found in trigger material. In PBL, student learning centres on a complex problem that does not have a sole correct answer. Students initiate working in collaborative groups to recognise what they require to learn to solve a problem. Teachers act as facilitators here and provide resources and intense use of such resources along with group discussions, peer support and the use of virtual technologies to help students to self-directed learning (SDL). They engage in a concept called SDL and further apply their novel knowledge to the problem received and reflect on what they learned and the efficacy of the strategies employed. The effects of PBL on students learning are multiple. They gain cognitive knowledge and simultaneously improve their technical skills, developing reasoning abilities, learning group dynamics, incorporating attitudes and experiencing communication skills. This article provides an insight into the history of PBL, the significance and characteristics of PBL, the role of a student and facilitator, the advantages and disadvantages and the relevance of PBL in adult learning.