Faculty of Education - Theses

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Type: Masters Coursework thesis × Subject: Melbourne × Start date: 2000 × End date: 2005 × Author: Burrow, Michael F. ×

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    Problem based learning in a traditional curriculum: the case of dental materials science
    Burrow, Michael F. ( 2002)
    Curricula in Medical Schools worldwide have seen a large change in the way student learning is approached. There has been a change in philosophy away from the traditional lecture-practical format to small groups that encourage students to work more independently. This has been commonly referred to as Problem-based Learning (PBL). In most cases whole curricula have been changed to this style of learning. In the case of Dental education, the concept of PBL is still new, with only a few Schools embracing the ideals and philosophies of PBL. This may in part be due to the different nature of Dental education or even a reflection of the conservative nature of dental educators. To bring about change in dental education, we need more information demonstrating how best to use PBL as well as determining if this style of learning can be applied universally to all the subject areas of dental education. There is almost no information in current education literature to determine whether a single PBL subject can work in an essentially traditional lecture-practical curriculum. This thesis investigates the implementation of the Dental Materials Science course into the first year of the dental curriculum at the School of Dental Science at the University of Melbourne using PBL as the method of learning. The curriculum at the School of Dental Science uses a traditional learning method for all other components in the first year curriculum. The project investigated student satisfaction of PBL using a series of questionnaires given to students in their first year of the BDSc curriculum in 1997 and 1998. Part of the investigation also looked at demography and how this may effect the success and acceptance of PBL. The convener of the subject also prepared a journal in the first year of implementation reflecting on the day to day experiences of implementing and modifying a PBL subject. The findings did not support the use of PBL for a single subject in a traditional curriculum. There were no differences observed in the ability to learn in a PBL environment with respect to ethnic heritage. Although a small group of students enjoyed learning in small groups, in general the outcomes showed most students did not like PBL and did not show appreciable benefits in their exam performance or self-reported learning strategies. It was concluded that other styles of learning such as Co-operative Learning in association with lectures is a better choice for students learning a subject where they have little or no prior experience.