Effectiveness of Problem-Based Learning on the Performance of Pre-Clinical Dentistry Students in their Removable Partial Denture Design and Wax Patterns

Abstract

Teaching in the 21^st century is both exciting and challenging. The changing roles of teachers and changing characteristics of learners in this age of globalization makes it imperative for teachers to respond to the challenges of the times especially with regards to instruction. This study determines the effectiveness of the constructivist problem-based learning approach on the performance of pre-clinical Dentistry students in the course, Removable Partial Denture. The study utilized the experimental research method using the two-group research design.  A total of 17 participants, with eight assigned to a control group using traditional instruction, and nine to the experimental group receiving PBL intervention.  Preliminary assessment revealed low mastery for both groups, with mean scores of 12.50 (fair) in the control group and 20.55 (good) in the experimental group. After intervention, the achievement assessment scores improved to 19.37 (good) for control and 29.00 (very good) for experimental participants. T-test analyses found no significant difference between groups at pre-assessment (t = 1.03, p > .05), but a statistically significant advantage for the experimental group following PBL (t = 2.67, p < .05). The assessment rubric used demonstrated very high reliability (Cronbach’s alpha = 0.933) Comparison of the preliminary assessment and achievement assessment scores of the two groups was done to determine the effectiveness of the problem-based learning approach. The level of performance of the RPD students in the preliminary assessment reflects that the students have not fully mastered the principles and skills needed in designing and wax pattern fabrication. The level of performance of the RPD students in the achievement assessment reflects that the RPD students, particularly the experimental group have attained mastery of the principles and skills needed in designing and wax pattern fabrication. The problem-based learning intervention worked well in improving the level of performance of the experimental group. This concludes that Problem-Based Learning (PBL) is an effective teaching-learning strategy in the Dentistry education.  Key limitations of the study include small sample size, the single institution setting, and the focus exclusively on pre-clinical laboratory outcomes rather than clinical skills or long-term learning retention.