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Year : 2020  |  Volume : 7  |  Issue : 1  |  Page : 10-14

Assessment of problem-based learning sessions in undergraduate dental students

Department of Oral and Maxillofacial Surgery and Diagnostic Sciences, College of Dentistry, Riyadh ELM University, Riyadh, Kingdom of Saudi Arabia

Correspondence Address:
Hassan Mohamed Abouelkheir
Abouelkheir, College of Dentistry, Riyadh ELM University, P.O. Box 84891, Riyadh 11681
Kingdom of Saudi Arabia
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/jdrr.jdrr_88_19

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Objectives: The aim of the present study is to assess the student's performance in problembased learning (PBL) and its relation to other assessment forms such as multiplechoice questions (MCQs) and standardized oral examination. Materials and Methods: Eighty-two undergraduate dental students were participated in PBL sessions who were evaluated through a customized rubric. Then, PBL sessions were compared with the final written MCQ examination as well as a final standardized oral examination. Results: There was no statistical significance between PBL and final written examination (F = 308) and between PBL and oral examination (F = 4.667). There was a high correlation between the F-written and final oral examination (r = 0.708) and the average correlation between PBL and F-written MCQs (r = 0.436) and between PBL and oral examination (r = 0.423). Conclusion: Self-directed learning (SDL) is a key element in PBL. Different continuous assessment tests such as PBL, MCQs, and oral examinations are needed to assess different competencies such as knowledge, problem-solving, clinical skills, and SDL; No one test can assess all types of Competencies. Interpersonal communication and communication skills need further research for better assessment.

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