ABSTRACT
PURPOSE: To study the effect of problem-based learning(PBL) and case-based study(CBS) for knowledge acquisition and clinical performance in the practice teaching of clinical prosthodontics courses. METHODS: Consecutive cohorts of year 2 clinical students taught using a traditional prosthodontics curriculum (students who practiced in Xuzhou Stomatological Hospital from June 2007 to June 2008, n=30) and a PBL and CBS curriculum (who practiced in Xuzhou Stomatology hospital from June 2008 to June 2009, n=30) were compared.Students completed an end-of-attachment examination and a questionnaire in which students were requested to rate themselves on 7 competencies. The data was analyzed with CS10.34 software package. RESULTS: The PBL and CBS curriculum resulted in significantly better examination performance than did the traditional teaching curriculum (P<0.05). The excellent rate was 46.7% in the PBL and CBS curriculum while 23.3% in the traditional teaching curriculum. It was found that most students considered PBL and CBS useful for them. CONCLUSIONS: Examination performance indicates that the PBL and CBS curriculum is more successful than the previous course. PBL and CBS can be used to stimulate and underpin the acquisition of knowledge, skill and attitudes, and is worthy of generalization in clinical prosthodontics courses.
