Context rich problems in oral biology teaching

Abstract

Problem-based learning (PBL) has now been introduced in at least one of its various taxonomic forms in most dental curricula. We recently developed a novel form of PBL, referred to as Context Rich Problems, which we implemented in the Oral Biology course at the Otago University Dental School. A unique event, the teaching of second and third year students in the same year, allowed us to evaluate CRPs in these two academic years simultaneously. Our findings showed that second year students were not as positive as more mature third year students in accepting the transition from a traditional didactic form of teaching to PBL. Both groups, however, found that CRPs significantly enhanced their learning experience and both groups found that they needed less time spent on preparation than they had expected. In some respects, such as previous exposure to the web and electronic media, non-New Zealanders had had a significantly higher exposure.

Professional storytelling in clinical dental anatomy teaching

“…Importantly, both story and non-story groups identified issues and developed hypotheses and strategies that they debated within their groups and discussed with their supervisors. The module concluded with oral presentations to the entire class and invited staff members (Kieser et al, 2002). The protocol received Otago University Category B ethical approval.…”

“…The clinical dental anatomy component of the third-year oral biology course at Otago University is taught as a hybrid, consisting of interactive lectures and seminars together with our own form of PBL-called context rich problems (CRPs) (Kieser et al, 2002(Kieser et al, , 2005. When we conducted our first research into CRPs, we initially viewed learning in relational terms.…”

Impact of curriculum on understanding of professional practice: a longitudinal study of students commencing dental education

“…The current curriculum organisation is discipline-based and is dense in terms of courses and contact hours. A major innovation has been the introduction of a version of problem-based learning, referred to as Context Rich Problems (Kieser et al 2002(Kieser et al , 2005(Kieser et al , 2006. Assessment takes the form of reflective and conceptual written assignments, and an examination at the end of the academic year consisting of essay questions that are aligned with the programme structure to encourage deep approaches to learning.…”

The influence of context on students’ approaches to learning: a case study

“…The course is for second year dental hygiene or dental therapy students and it has recently been restructured to use context-rich problems. This version of PBL has been fully described elsewhere (1). The course is assessed at the end by means of a reflective and conceptual written assignment that is constructively aligned with the course curriculum and teaching in order to encourage a deep-learning approach to assessment tasks (18).…”

“…Initial evaluations had shown that students valued the new curriculum and that it had been a positive experience for them. However, the extent to which it had met our objectives for helping students as learners was not ascertained (1). The present study examines the effectiveness of the course in promoting deep learning and some of the contextual factors that might affect this.…”