Abstract:

Objectives

To investigate the knowledge acquisition and student perception followed by the active learning， the improvement of self-learning ability and the selection of the learning models between problem-based learning （PBL） and traditional teaching in advanced periodontal course for postgraduate students.

Methods

Two classes of postgraduate students with similar dental education background were recruited for this study. They were randomly assigned to the traditional subject-based learning （SBL） model （30 students） or PBL model （35 students） in advanced periodontal course named as ‘Implantitis’. At the end of the course， a knowledge test and a questionnaire survey were applied.The data were analyzed by Student's t-test and chi-square test.

Results

The students of PBL group showed higher ability to acquire new knowledge as compared with those of the SBL group （P＜0.05）.The questionnaire survey found that more students of the PBL group believed the course improved their active learning and self-learning ability than those of the SBL group （P＜0.05）.

Conclusion

PBL model showed some advantages as compared with traditional teaching model in advanced periodontal course for postgraduate students.

Key words: Problem-based learning, Periodontology, Implantitis