Application of basic science to clinical problems by dental students in traditional versus hybrid problem-based learning curricula

Instructional techniques that promote self-directed and lifelong learning are needed to ensure the development of dental practitioners capable of evidence-based practice. The aim of this study was to determine if students in a hybrid problem-based learning curriculum (PBL) were better at integrating basic science knowledge with clinical cases than students in a traditional, lecture-based curriculum (TC). The performance of TC students (n=40) was compared to that of PBL students (n=31). Participants read two clinical scenarios and answered a series of questions regarding each. To control for differences in ability, DAT Academic Average scores and predental GPAs were compared, and an ANCOVA was used to adjust for the significant differences in DAT (t-tests, p=0.002). Results showed the PBL students were better at applying basic science knowledge to a clinical case (ANCOVA, p=0.022). PBL students also demonstrated increased skills in the areas of hypothesis generation (Mann-Whitney U, p=0.016) and communication (p=0.006).