An Investigation in to Dental Graduates Views on Problem– Based Learning: A Knowledge and Perception Study

Abstract

Background: Problem-based learning (PBL) is a learner-centered educational strategy widely adopted in medical and dental education to enhance critical thinking, integration of knowledge, and clinical reasoning.

Aim: To assess the knowledge and perception of dental graduates regarding PBL and to compare responses based on gender and year of study.

Objectives: To assess the knowledge and perception of dental graduates regarding problem-based learning (PBL) To compare knowledge levels regarding PBL among dental graduates based on gender. To compare perception toward PBL across different academic years (I BDS, II BDS, III BDS, IV BDS, and Interns). To evaluate students’ views regarding the strengths and limitations of PBL in dental education.

Material and Methods: A cross-sectional questionnaire-based study was conducted among 201 dental graduates. A structured, self-administered questionnaire consisting of 15 items was distributed online. Descriptive statistics were used to summarize demographic characteristics. Chi-square test was applied to determine the association between responses and demographic variables. Statistical significance was set at p ≤ 0.05.