Abstract
Faculty of Dentistry of the University of Hong Kong has introduced innovative blended problem-based learning (PBL) with the aid of 3D electronic models (e-models) to Bachelor of Dental Surgery (BDS) curriculum. Statistical results of pre- and post-semester questionnaire surveys illustrated compatibility of e-models in PBL settings. The students’ importance ratings of two objectives “Complete assigned tasks on time” and “Active listener”, and twenty-two facilitator evaluation items including critical thinking and group problem-solving skills had increased significantly. The students’ PBL preparation behavior, attentions to problem understanding, problem analysis, and learning resource quality were also found to be related to online support of e-models and its software. Qualitative analysis of open-ended questions with visual text analytic software “Leximancer” improved validity of statistical results. Using e-model functions in treatment planning, problem analysis and giving instructions provided a method of informative communication. Therefore, it is critical for the faculty to continuously provide facilitator training and quality online e-model resources to the students.
Highlights
Different from the passive learning environment of traditional didactic way of teaching, problem-based learning (PBL) has reconstructed the learning environment into an active and studentcentered one by utilising facilitated small group discussion and problem solving (HmeloSilver, 2004)
Objective “Ask you to evaluate the quality of learning resources used” showed linear correlation between its importance rating and the students’ PBL preparation time on Internet after using emodels in PBL
Linear correlation was found between the facilitatorassessment object “Ask you to evaluate the quality of learning resources used” and increase in the students’ time on internet for PBL preparation
Summary
Different from the passive learning environment of traditional didactic way of teaching, PBL has reconstructed the learning environment into an active and studentcentered one by utilising facilitated small group discussion and problem solving (HmeloSilver, 2004). It enhances individual student’s understanding of teamwork (Carlisle & Ibbotson, 2005), critical thinking ability (Tiwari, Lai, So, & Yuen, 2006), problemsolving skills, self-directed learning skills, transferable skills, as well as retention of knowledge and skills (Norman & Schmidt, 1992).
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