The use of products for reinforcement of learning in a PBL curriculum in dentistry

Abstract

The Faculty of Dentistry introduced its new five year problem-based learning curriculum in 1998. The study of dental clinical sciences is supported by the appropriate basic biomedical sciences, social and behavioural sciences and knowledge of human disease. Integrated learning occurs through the study of a series of carefully constructed problems over the five years of the curriculum. The problems stimulate learning in subject areas pertinent to dentistry. Relevant problems are closely co-ordinated with the learning of clinical skills in the simulation laboratory and in the clinics. Each problem is designed to lead into specific learning issues.

Products are used at the end of each problem throughout the five years to reinforce and deepen learning, and to bring a sense of conclusion to the problem. This is done by means of highlighting a particular learning issue arising from the problem. The products are designed so that learning continues within the context of the problem. Group members work together to prepare the product usually after the second of the two tutorials supporting the problem. After being briefly evaluated by staff, the products are displayed, along with the staff comments, for the benefit of all the groups. Learning experiences can then be easily compared, and further learning or consolidation may take place as a result of a study of the displayed products. A variety of products are used, in both written and oral formats. Some of the first year products have been designed to complement the University of Hong Kong’s broadening courses in English, Chinese and information technology. This presentation will describe our experiences in the use of products, and evaluate their role in student learning during the first year of the curriculum.