ArticleAdvances in medical education and practice2019
Role of problem-based learning in undergraduate dental education: a questionnaire-based study.
Article in Advances in medical education and practice, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers, 1 of them a synthesis that pooled it.
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Who cites it
4 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Effectiveness of Problem-Based Learning versus Traditional Teaching Methods in Improving Acquisition of Radiographic Interpretation Skills among Dental Students-A Systematic Review and Meta-Analysis.BioMed research international · 2021Pooled it
- Perceptions, attitudes, and curriculum reflections: exploring healthcare students' engagement with basic medical sciences in Saudi Arabia.Frontiers in medicine · 2026Article
- Altered white matter microstructural integrity in patients with postherpetic neuralgia: a combined DTI and DTI-NODDI study.Frontiers in neuroscience · 2025Article
- Evaluation of the level of integration of the dental curriculum in Umm Al-Qura University.Journal of Taibah University Medical Sciences · 2023Article
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Authors and funding
6 authors.
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No grant is acknowledged in the PubMed record.
Abstract
backgroundThere is a debate regarding the significance of problem-based learning (PBL) model in educational systems. The aim of this study was to assess the awareness of dental students at the Princess Nourah Bint Abdulrahman University (PNU), Saudi Arabia, toward PBL.
methodsThe present cross-sectional study was performed at the College of Dentistry, PNU, Riyadh, Saudi Arabia. An anonymous, standardized and self-administered questionnaire (based on nine items) coded as 1, 2, 3 and 4 was distributed to the first-, second-, third- and fourth-year undergraduate students, respectively, after a seminar that focused on the perceptions of PBL among the students at the end of the academic year 2017. The questionnaire was developed following an exhaustive search of indexed databases. Based on the students' responses (yes/no) to the questions, group mean differences (95% CI) were computed and Pearson's chi-squared test was used for data analysis. Cronbach's alpha coefficient was also determined. The level of significance was set at
resultsIn total, 238 female undergraduate dental students (61 first-year, 59 second-year, 60 third-year and 58 fourth-year students) were included. The Cronbach's alpha coefficient ranged between 0.82 and 0.93. Group comparisons (95% CI) showed no statistically significant difference in the responses (yes) of students in the first, second, third and fourth year of academic years related to the perceptions listed earlier (
conclusionPerception of female undergraduate dental students at the PNU was inconclusive. Further studies are warranted in this regard.
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