Background: Problem-based learning (PBL) is an active pedagogical approach based on self-directed learning that promotes knowledge retention and improves educational performance. Materials and methods: We have undertaken a first introduction of the PBL in conservative dentistry, with 91 volunteer students out of a total of 119 students in the 2nd year of dentistry at the Mohamed VI university of sciences and health (UM6SS) . The session was ended by a satisfaction survey through an anonymous and voluntary questionnaire with 4-level Likert scale. The descriptive statistical analysis was performed using SPSS version 23 software. Result: Students greatly appreciated the general concept of the PBL giving it a score of 3,4/4 , the scientific interest of the sessions and their pedagogical value were also highly appreciated by the students with scores of 3.4/4 and 3.1 /4 respectively, while the organization and conduct of the sessions received a score of 3,2 / 4. Conclusion: All of the participating students expressed the wish that PBL be included in their training program .
Elhijazi, Manal; Benyahya, Ihsane; and ELHIJAZI, MANAL
"Problem-based learning in dentistry: learner satisfaction survey,"
Health Sciences: Vol. 4
, Article 2.
Available at: https://doi.org/10.56264/2658-865X.1079
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