Comparing Dental Undergraduates’ Perceptions Regarding Case- Based Learning and Problem-Based Learning: A Karachi Multi-Center Survey

Abstract

Objective: This study investigated and compared dental students’ perceptions regarding case-based learning (CBL) and problem-based learning (PBL) in Karachi, Pakistan. Methods: This was a cross-sectional analytical survey conducted across four institutions in Karachi from March to December 2021. The convenience sampling technique was used to extract the sample. The sample size of 384 was calculated using Openepi. The third and final-year undergradu- ate dental students who had experience with PBL and CBL participated. Feedback on the effective- ness & utility of PBL and CBL was gathered through a 5-point Likert scale. Results were checked for the significant association of variables under investigation through the utilization of an independent t- test. A p-value of 0.05 or less served as the benchmark for statistically significant findings. Results: The survey was participated by 387 students, including 20.8% males and 79.1% females. Overall, 68.2% were satisfied with CBL as compared to PBL. 63.6% recommended using it as a pri- oritized teaching method, especially in the curriculum of clinical years of dentistry i.e. 64.3%. They praised its effectiveness in terms of decision-making, real-life application, achieving a higher level of knowledge, understanding course objectives, and managing time effectively. Students also valued PBL for enhancing their critical thinking, decision-making, and communication skills. The majority (57.4%) suggested employing it in the pre-clinical years of dentistry. Conclusion: Dental students in Karachi favor CBL for its effective knowledge acquisition and practical application while acknowledging PBL’s strengths in developing critical thinking and communication skills. However, future research exploring faculty perspectives and cross-disciplinary comparisons is recommended.

Keywords

• problem-based learning
• Case based learning
• Perception
• innovative teaching strategies