ArticleInternational journal of dentistry2022
Team-Based Learning in Prosthodontics Courses: Students' Satisfaction.
Article in International journal of dentistry, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
What it found
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Who cites it
9 citing papers in PubMed.
- BOPPPS model with virtual simulation system for otorhinolaryngology head and neck surgery nursing interns: a quasi-experimental study.BMC medical education · 2026Article
- Article
- Students' perceptions of knowledge reinforcement on indirect prosthetic dental material choices by a translational approach.Journal of dental education · 2025Article
- Student's perception of hybrid team-based and case-based learning in undergraduate endodontics education.BMC oral health · 2025Article
- Insights Into the Clinical Learning Curve: Student Experiences in Prosthodontics Education.Cureus · 2024Article
- Student feedback on team-based learning in a preclinical oral surgery course: A pilot study.Journal of Taibah University Medical Sciences · 2024Article
- Application of lecture-and-team-based learning in stomatology: in-class and online.BMC medical education · 2024Article
- Medical education affects patient outcomes: Implementing the gallery walk active learning method along with the BOPPPS model.Journal of education and health promotion · 2024Article
- Application effect of BOPPPS teaching model on fundamentals of nursing education: a meta-analysis of randomized controlled studies.Frontiers in medicine · 2024Review
Corrections and comments
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Authors and funding
9 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The goal of this cross-sectional observational study was to assess dental students' satisfaction regarding team-based learning (TBL) methodology in prosthodontics courses taught at College of Dentistry, Princess Nourah bint Abdulrahman University, Saudi Arabia. Undergraduate dental students at second, third, fourth, and fifth years were taught prosthodontics courses through traditional and TBL pedagogies. TBL sessions consisted of preparation, readiness assurance, and application. At the end of each prosthodontics course, the students were asked to complete a self-administered questionnaire that was divided into four sections to assess the effect of TBL on the following parameters: information acquisition, interpersonal skills improvement, classroom environment, and the students-instructors interaction. The responses of the questionnaire followed the Likert scoring method (scaled from 1 to 5). The
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Registered trials
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