Dental Interns' Attitudes toward case-based learning (CBL): A Qualitative study.

Ammar A AbuMostafa

doi:10.31686/ijier.vol3.iss2.313

Authors

Ammar A AbuMostafa Riyadh Colleges of Dentistry and Pharmacy, Saudi Arabia

DOI:

https://doi.org/10.31686/ijier.vol3.iss2.313

Keywords:

Case-based learning, learners’ attitudes

Abstract

Introduction The regulatory bodies of dentistry have realized the importance to future dentists of acquiring the skills of teamwork, professionalism, critical thinking, lifelong learning, and problem solving. Those skills can be acquired in interactive student-centered learning approaches where students deal with real cases. Among those approaches is case-based learning (CBL), which was first introduced in colleges of business and law in the late decades of the 19th century?
Methodology The aim of this study was to investigate the perceptions of dental interns about using a CBL approach. Focus groups in which different themes were discussed were used as a qualitative research tool. Four focus groups were conducted for a total of 31 interns.
Results Our findings indicated general satisfaction among the dental interns with a student-centered small group teaching approach based on clinical scenarios. They indicated their preference for a CBL approach over the traditional lecture-based approach, mentioning greater independence, more joy, less stress, deeper thinking, better understanding, better teamwork, more student involvement, and an enhanced learning environment that was similar to the real context.
Conclusion It can be concluded that adopting this teaching method positively influenced the learning process of the dental interns. In addition, using a qualitative research tool was appropriate in investigating learners' perceptions.

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Author Biography

Ammar A AbuMostafa, Riyadh Colleges of Dentistry and Pharmacy, Saudi Arabia

Lecturer, the Restorative Department

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