An Overview of Case-Based and Problem-Based Learning Methodologies for Dental Education

Although problem-based learning (PBL) is widely used in medical education for its many virtues, a number of deficiencies exist. As means of enhancing the experience of PBL for students, two relatively simple adjuncts to PBL are presented. What Ifs are short hypothetical scenarios, appended to the end of a PBL case, that require students to revisit elements of the PBL case just completed and apply their newly acquired knowledge to clinical reasoning in an altered scenario or to explore anew another dimension of the PBL case. Multi-directional symptoms PBL cases are cases where a common presenting symptom, rather than a specific pathology, is the focus of the PBL case and, following a core narrative of the initial patient presentation, a series of independent continuation narratives with appropriate histories, examination findings and investigation results, lead students to divergent diagnoses and management issues. In addition to keeping the PBL process fresh by rotating new materials regularly, these adjuncts extend the PBL process in the direction of case-based learning.

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Combination of problem-based learning and case-based learning in SQL Programming for data analysis

10.1109/istem-ed52129.2021.9625105 ◽

2021 ◽

Author(s):

Kanoksom Chutisowan ◽

Prekarn Trinantarat ◽

Kongnat Ratnarangsank ◽

Nattapong Jundang ◽

Jirawut Suwatcharakulthorn

Keyword(s):

Data Analysis ◽

Problem Based Learning ◽

Case Based Learning ◽

Case Based

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Comparison of Case-Based and Lecture-Based Learning in Dental Education Using the SOLO Taxonomy

Journal of Dental Education ◽

10.1002/j.0022-0337.2014.78.11.tb05827.x ◽

2014 ◽

Vol 78 (11) ◽

pp. 1521-1527 ◽

Cited By ~ 12

Author(s):

Mehmet İlgüy ◽

Dilhan İlgüy ◽

Erdoğan Fişekçioğlu ◽

İnci Oktay

Keyword(s):

Dental Education ◽

Solo Taxonomy ◽

Case Based

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Integrating competency-based education with a case-based or problem-based learning approach in online health sciences

Asia Pacific Education Review ◽

10.1007/s12564-020-09658-6 ◽

2020 ◽

Vol 21 (4) ◽

pp. 683-696

Author(s):

Ilse Johanna Sistermans

Keyword(s):

Higher Education ◽

Online Learning ◽

Problem Based Learning ◽

Health Science ◽

Learning Activities ◽

Learning Approach ◽

Competency Based Education ◽

Case Based Learning ◽

Competency Based ◽

Case Based

AbstractIn the current competitive and globalized economy, employers and professional organizations call for higher education institutions to deliver graduates with relevant competencies and skills. In response, a growing number of higher educational institutions is introducing competency-based education. This is particularly true for health science programs, which have a tradition of applying a case-based or problem-based learning approach. The effort to merge a problem- or case-based online learning approach with competency-based education offers various opportunities, while facing numerous challenges. To support these efforts, this paper aims at identifying suitable practices, as well as challenges for online course design and online learning activities for higher education health science programs, when integrating competency-based education with an online problem-based and/or case-based learning approach. It found various opportunities for online learning activities that support competency-based education, problem-based learning and case-based learning, whereas challenges relate to logistics, administration, and the affordances of an LMS.

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