Students' attitudes toward integrating problem-based learning into a D.D.S. pharmacology curriculum

Karen Gregson, Laura Romito, Lawrence P. Garetto

Research output: Contribution to journalArticle

9 Citations (Scopus)

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.

Original languageEnglish (US)
Pages (from-to)489-498
Number of pages10
JournalJournal of Dental Education
Volume74
Issue number5
StatePublished - May 1 2010

Fingerprint

pharmacology
Problem-Based Learning
Curriculum
Pharmacology
Students
curriculum
learning
student
confidence
group discussion
Consensus
aggregate data
teaching method
Teaching
comprehension
medication
Group
Learning
instruction

Keywords

  • Dental education
  • Pharmacology
  • Problem-based learning
  • Teaching methods

ASJC Scopus subject areas

  • Dentistry(all)
  • Education

Cite this

Students' attitudes toward integrating problem-based learning into a D.D.S. pharmacology curriculum. / Gregson, Karen; Romito, Laura; Garetto, Lawrence P.

In: Journal of Dental Education, Vol. 74, No. 5, 01.05.2010, p. 489-498.

Research output: Contribution to journalArticle

@article{b9c56ab2e96d40bbbc5aeb3f7c884b71,
title = "Students' attitudes toward integrating problem-based learning into a D.D.S. pharmacology curriculum",
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.",
keywords = "Dental education, Pharmacology, Problem-based learning, Teaching methods",
author = "Karen Gregson and Laura Romito and Garetto, {Lawrence P.}",
year = "2010",
month = "5",
day = "1",
language = "English (US)",
volume = "74",
pages = "489--498",
journal = "Journal of Dental Education",
issn = "0022-0337",
publisher = "American Dental Education Association",
number = "5",

}

TY - JOUR

T1 - Students' attitudes toward integrating problem-based learning into a D.D.S. pharmacology curriculum

AU - Gregson, Karen

AU - Romito, Laura

AU - Garetto, Lawrence P.

PY - 2010/5/1

Y1 - 2010/5/1

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.

AB - 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.

KW - Dental education

KW - Pharmacology

KW - Problem-based learning

KW - Teaching methods

UR - http://www.scopus.com/inward/record.url?scp=77952303919&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=77952303919&partnerID=8YFLogxK

M3 - Article

VL - 74

SP - 489

EP - 498

JO - Journal of Dental Education

JF - Journal of Dental Education

SN - 0022-0337

IS - 5

ER -