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Students' attitudes toward integrating problem-based learning into a D.D.S. pharmacology curriculum.
J Dent Educ. 2010 May; 74(5):489-98.JD

Abstract

The purpose of this study was to determine student perceptions of the methods used to teach pharmacology content via problem-based learning (PBL) cases with respect to students' comprehension and application of pharmacology content, confidence in their own pharmacology knowledge after completion of PBL instruction, and confidence in treating clinical patients who are taking multiple medications. Our hypothesis was that the most effective presentation of pharmacology content is one that focuses on broad drug classes and includes a pharmacology assignment, a post-assignment group discussion and consensus, and a graded group response for the assignment. Via a five-question survey instrument, we assessed the students' perceptions of pharmacology education and learning of pharmacology concepts through PBL. Survey responses were anonymous, and results were reported as aggregate data. The survey statements were answered on a five-point Likert scale with 1 indicating strong disagreement and 5 indicating strong agreement. The percentage of each class that completed the survey was as follows: first years, 96 percent (n=97); second years, 92 percent (n=94); third years, 87 percent (n=91); and fourth years, 95 percent (n=73). A trend in the data shows that the closer the student is to graduation, the less he or she valued the pharmacology knowledge taught in PBL. Their responses seem to indicate that the newer teaching methods, a pharmacology assignment, a post-assignment group discussion and consensus, and a graded group response for the assignment employed in PBL cases lead to better understanding of pharmacology concepts and confidence in the students' own pharmacology knowledge.

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Authors+Show Affiliations

Gregson K
Department of Oral Biology, School of Dentistry, Indiana University, 1121 W. Michigan St., Indianapolis, IN 46202, USA. kagregso@iupui.edu
Romito LM
No affiliation info available
Garetto LP
No affiliation info available

MeSH

Attitude of Health PersonnelCurriculumEducation, DentalEducation, PharmacyHumansIndianaPharmacologyProblem-Based LearningSchools, DentalStudents, DentalSurveys and QuestionnairesTeaching

Pub Type(s)

Journal Article

Language

eng

PubMed ID

20442426

Citation

Gregson, Karen, et al. "Students' Attitudes Toward Integrating Problem-based Learning Into a D.D.S. Pharmacology Curriculum." Journal of Dental Education, vol. 74, no. 5, 2010, pp. 489-98.
Gregson K, Romito LM, Garetto LP. Students' attitudes toward integrating problem-based learning into a D.D.S. pharmacology curriculum. J Dent Educ. 2010;74(5):489-98.
Gregson, K., Romito, L. M., & Garetto, L. P. (2010). Students' attitudes toward integrating problem-based learning into a D.D.S. pharmacology curriculum. Journal of Dental Education, 74(5), 489-98.
Gregson K, Romito LM, Garetto LP. Students' Attitudes Toward Integrating Problem-based Learning Into a D.D.S. Pharmacology Curriculum. J Dent Educ. 2010;74(5):489-98. PubMed PMID: 20442426.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Students' attitudes toward integrating problem-based learning into a D.D.S. pharmacology curriculum. AU - Gregson,Karen, AU - Romito,Laura M, AU - Garetto,Lawrence P, PY - 2010/5/6/entrez PY - 2010/5/6/pubmed PY - 2010/5/18/medline SP - 489 EP - 98 JF - Journal of dental education JO - J Dent Educ VL - 74 IS - 5 N2 - The purpose of this study was to determine student perceptions of the methods used to teach pharmacology content via problem-based learning (PBL) cases with respect to students' comprehension and application of pharmacology content, confidence in their own pharmacology knowledge after completion of PBL instruction, and confidence in treating clinical patients who are taking multiple medications. Our hypothesis was that the most effective presentation of pharmacology content is one that focuses on broad drug classes and includes a pharmacology assignment, a post-assignment group discussion and consensus, and a graded group response for the assignment. Via a five-question survey instrument, we assessed the students' perceptions of pharmacology education and learning of pharmacology concepts through PBL. Survey responses were anonymous, and results were reported as aggregate data. The survey statements were answered on a five-point Likert scale with 1 indicating strong disagreement and 5 indicating strong agreement. The percentage of each class that completed the survey was as follows: first years, 96 percent (n=97); second years, 92 percent (n=94); third years, 87 percent (n=91); and fourth years, 95 percent (n=73). A trend in the data shows that the closer the student is to graduation, the less he or she valued the pharmacology knowledge taught in PBL. Their responses seem to indicate that the newer teaching methods, a pharmacology assignment, a post-assignment group discussion and consensus, and a graded group response for the assignment employed in PBL cases lead to better understanding of pharmacology concepts and confidence in the students' own pharmacology knowledge. SN - 1930-7837 UR - https://www.unboundmedicine.com/medline/citation/20442426/Students'_attitudes_toward_integrating_problem_based_learning_into_a_D_D_S__pharmacology_curriculum_ L2 - https://onlinelibrary.wiley.com/resolve/openurl?genre=article&sid=nlm:pubmed&issn=0022-0337&date=2010&volume=74&issue=5&spage=489 DB - PRIME DP - Unbound Medicine ER -