Introducing Problem-based Learning to Special Needs Dentistry—A Case Study

Abstract

Introduction

In order to promote training and education in special-needs dentistry an attempt was made to introduce problem-based learning (PBL) as a method of postgraduate dental education. The aim of this paper was to review the principles of PBL and report on a case study using this methodology.

Method

The case study was of a PBL session, on the subject of ‘problems of obtaining appropriate dental care for people with epilepsy’, undertaken at a national conference. Delegates were asked to complete a pre- and post-session questionnaire on PBL and their attitudes to the session.

Results

The session received a mixed response. Only 33 (35%) thought the session was valuable and only 20 (31%) thought it was better than conventional teaching methods and yet over half (55%) said they would like to attend more PBL in special-needs dentistry. Professionals complementary to dentistry were more likely to find the PBL session of value and to prefer the method to a more conventional format than dentists were (chi-square=5.5, df=1, p<0.05 and chi-square=5.9, df=1, p<0.05 respectively).

Conclusion

Valuable feedback was received from delegates. This will enable improvements to be made in future courses so that the effectiveness of PBL can be optimised.