Comparison of Perception and Academic Outcome of Final Year BDS Students Regarding Lecture-Based Learning and Problem-Based Learning : Comparison between Lecture vs. Problem-Based Learning

Aamna Khalil; Ammarah Afreen; Sadaf Amjad; Zara Afreen; Muhammad Omer Siddiqui; Qudsia Iqbal

doi:10.54393/pjhs.v6i1.1972

Authors

Aamna Khalil Department of Prosthodontics, Watim Medical and Dental College, Rawalpindi, Pakistan
Ammarah Afreen Department of Operative Dentistry and Endodontics, Watim Medical and Dental College, Rawalpindi, Pakistan
Sadaf Amjad Department of Operative Dentistry and Endodontics, Watim Medical and Dental College, Rawalpindi, Pakistan
Zara Afreen Department of Prosthodontics, Watim Medical and Dental College, Rawalpindi, Pakistan
Muhammad Omer Siddiqui Department of Orthodontics, Army Medical College, National University of Medical Sciences, Rawalpindi, Pakistan
Qudsia Iqbal Department of Prosthodontics, Nishtar Institute of Dentistry, Multan, Pakistan

DOI:

https://doi.org/10.54393/pjhs.v6i1.1972

Keywords:

Lecture-Based Learning, Problem-Based Learning, Students Teaching Methods

Abstract

This study explores the differences in student perception and academic outcomes between traditional lecture-based learning and problem-based learning methods in an educational setting. Objective: To find the effectiveness of Problem-Based Learning (PBL) versus Lecture-Based Learning (LBL) in enhancing academic performance and student satisfaction. Methods: Comparative cross-sectional study was carried out among final year BDS students at Watim Medical and Dental College Rawalpindi. The study evaluated lecture-based learning (LBL) versus problem-based learning (PBL) in Prosthodontics and Operative dentistry. LBL consisted of interactive lectures with clear objectives, while PBL involved group-based problem solving over two months. Academic outcomes were assessed via class tests, with feedback gathered through a structured questionnaire. Data were analyzed using SPSS version 21.0. Results: A total of 131 final year BDS students were included. Both genders were considered however majority were females (74%). Mostly participants appreciated both teaching methodologies (58%), a significant proportion favored lecture-based learning (26%) over problem-based learning (11.5%). Perceptions varied on the effectiveness of each method in fostering understanding, self-learning habits, and analytical skills. Many participants expressed dissatisfaction with resource availability and syllabus coverage in PBL sessions, despite positive views on facilitator training. Exam results showed a higher pass rate with PBL (76.3%) compared to LBL (56.5%), but satisfaction with PBL did not significantly influence exam outcomes (p>0.05). Conclusions: The study concluded that future research should focus on optimizing educational methodologies in dental education to effectively prepare students for the complex demands of healthcare through innovative and balanced approaches.

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