Student evaluation of problem-based learning in a dental orthodontic curriculum--a pilot study.
OBJECTIVE
The present questionnaire survey investigated student reception of problem-based learning (PBL) in the orthodontic curriculum with regard to acceptance, sense of purpose and motivation, knowledge and understanding, as well as tutorial support.


METHODS
Over a period of two terms, we compared two different didactic methods (PBL and short presentations) by randomizing the participants of a course on orthodontic diagnostics into two different groups, who inversed methods after the first term.


RESULTS
The two student groups did not show any significant differences with regard to assessments or examination performance. Therefore, acceptance of the PBL concept seems to be mainly associated with the motivation of individuals to use this method. The higher the motivation, the more positive is the attitude towards the PBL concept. Students seem to work more constructively and efficiently with PBL if they can judge the concept meaningful for themselves.


CONCLUSIONS
In consideration of the relevant literature and the present results, PBL can be principally integrated into the dental curriculum as a method of learning. However, student motivation is vital to learning success.
University Medicine Greifswald, Outpatient Department of Orthodontics, Greifswald, Germany.
Anja
A
Ratzmann
U
U
Wiesmann
P
P
Proff
Bernd
B
Kordaß
T
T
Gedrange
D000328:Adult; D001291:Attitude of Health Personnel; D003479:Curriculum; D003945:Diagnosis, Oral / Q000193:education; D005260:Female; D005858:Germany; D006801:Humans; D008297:Male; D009970:Orthodontics / Q000193:education*; D010865:Pilot Projects; D018794:Problem-Based Learning; D013335:Students, Dental / Q000523:psychology*; D011795:Surveys and Questionnaires
conventional didactic lecture; dentistry; orthodontic education; problem-based learning