Implementation of Problem-

Based Learning in U.S.

Dental Hygiene Programs:
Program Directors
Knowledge and Perceptions

Rosanna Young, RDH, BS

Master of Science in Dental Hygiene Master Candidate, UCSF
June 6, 2017
Rosanna.Young@ucsf.edu
2
Acknowledgement

Elizabeth T. Couch, RDH, MS

Lisa Chung, DDS, MPH
Dr. Esmonde Corbet, BDS, FDSRCS
(Eng&Edin), FFDRCSI, FCDSHK, FHKAM
Dr. Brenda S.S. Cheng, BSc EDH, Grad Dip,
MEd, PhD
Cheryl Davis, RDH, BS, MS, JD
3 Research Problem
Traditional Learning1-3
Memorization
Inhibits content integration &
cognitive skills development

Active Learning Style1,6

Commission On American Dental
Dental Accreditation Education
(CODA)4 Association (ADEA)5
Critical Thinking Problem-Solving
Literature Evaluation Critical Thinking,
Problem-Solving Lifelong Learning
4
Background

Problem-Based Learning (PBL):4-8

Student-centered learning style
Problems as stimulus for learning
Facilitated small group discussion
Independent learning
5
Background

In medicine:9
Social, cognitive dimensions, and knowledge
application

In dentistry:7,10-12
PBL students = Traditional students
PBL students: communication, critical thinking,
and independent learning
6
Background

PBL implementation in dental

hygiene (DH) program learning
experience in students with different
learning preferences
7
Background

Very limited literature about PBL

implementation within the DH
curriculum
In particular, PBL implementation within
entry level DH programs in U.S.
8
Study Purpose

To assess implementation of PBL into

the curriculum of DH programs in U.S.
and the DH program directors
knowledge and perceptions relating
to PBL via a web-based survey.
9
Research Questions

1. To assess the past, current, or future

implementation of PBL in DH programs
2. To assess the familiarity and knowledge
of PBL among DH program directors
3. To find out the perceived challenges and
barriers of PBL implementation
10
Methods

A descriptive, cross sectional, quantitative

study - UCSF IRB approved
Survey consisted of12-42-item conducted
via Qualtrics
Pilot tested by 5 UCSF MSDH faculty & 1
dental assisting program director
Reviewed by 2 PBL researchers
11
Methods
Attitudes
11 Likert-scale items

Knowledge Challenges
Ye 7 True/False items
Ye 1 MC question
s
s

Familiarity Implementation
1 multiple choice (MC)
1-2 MC questions
question

N N
o Attitudes o Barriers
2 Likert-scale items
1 MC question
12
Methods

335 DH program directors of CODA-

accredited dental hygiene programs
Results tabulated by Qualtrics and
Microsoft Excel
 Percentages Count
Professional Title (n=132)
Registered Dental Hygienist 77% 101
13 Demographics (including RDHAPa)
Educator 77% 101
Registered Dental Assistant 9% 12
(including RDAEF )b

135/335 Dentist
Other
8%
8%
11
10
responded (40%) Researcher
Roles in Dental Hygiene Program (n=131)
5% 6

Didactic Instructor 84% 110

Administrator 79% 103
Clinical Instructor 74% 97
Pre-Clinical Instructor 39% 51
Problem-Based Learning educator 20% 26
Research Project supervisor 15% 19
Other 8% 11
None 2% 2
Years of Teaching Experience (n=131)
0-4 years 6% 8
5-9 years 15% 20
10-19 years 31% 40
20-29 years 29% 38
30 years 19% 25
Highest Credential (n=131)
Bachelor Degree 3% 4
Master Degree 75% 98
Doctorate Degree 22% 29
14 Problem-based Learning
Implementation
Percentage Count
Current PBL implementation (n=133)
Yes 75% 100
No 20% 27
I dont know 5% 6
Level of PBL Implementation (n=100)
Predominantly PBL with a limited 3% 3
amount of traditional teaching

PBL and traditional teaching 37% 37

have approximately equal
emphasis

Predominantly traditional 60% 60

teaching with a limited
amount of PBL
15 Familiarity

Percentage Count
I have never heard of it 1% 1

I have heard of it, but dont know 9% 12

much
I am fairly familiar with PBL 64% 88

I know a lot about PBL 26% 36

 Attitudes
16
PBL helps students Strongly Neither Agree nor Somewhat Disagree/
develop Agree/Somewhat Disagree Strongly Disagree
Agree
% n % n % n
Problem Solving Skills 99% 131 1% 1 0% 0
(n=132)
Critical Thinking Skills 99% 131 1% 1 0% 0
(n=132)
Lifelong Learning Skills 97% 127 3% 4 0% 0
(n=131)
Independent Learning 95% 125 5% 7 0% 0
Skills (n=132)
Teamwork Skills (n=132) 95% 125 5% 7 0% 0

The Ability to Integrate 95% 122 5% 6 1% 1
Knowledge into Practice
(n=129)
Communication Skills 94% 124 5% 6 1% 2
(n=132)
Self-Motivation to Learn 90% 119 10% 13 0% 0
(n=132)
Patient Management 87% 115 11% 15 2% 2
Skills (n=132)
Basic Science Knowledge 60% 77 20% 25 20% 26
(n=128)
Clinical Instrumentation 51% 66 27% 35 22% 29
17
Knowledge
Participants who correctly identified the true/false statements
Not Familiar with Fairly Familiar Very Familiar with
Total
PBL with PBL PBL
(n=136)##
(n=12) (n=88) (n=36)
% n % n % n % n
True Statements about PBL
Small Group Discussion 92% 11 92% 78 100% 35 94% 124
(n=132)

Students define the problem and 58% 7 85% 72 77% 27 80% 106
establish their own learning
objectives (n=132)
Students conduct research and 42% 5 63% 53 63% 22 61% 80
decide how much they need to
learn (n=131)
Teachers act as the students 92% 11 94% 82 97% 34 95% 127
learning facilitators (n=134)
False Statements about PBL
Case studies after lecture 0% 0 24% 19 34% 12 24% 31
(n=127)
Teachers provide didactic 0% 0 21% 18 33% 11 22% 29
lecture if needed (n=130)
Students have all the 33% 4 39% 32 49% 17 41% 53
knowledge to develop a
solution to a case scenario
(n=130)
Mean Score 3.21.0 4.11.3 4.51.4 4.11.4
ANOVA P-value 0.01*
 Reported challenges of Problem-based Learning
18 Implementation

Lack faculty training

Challenges Difficulty fitting PBL into curriculum

Problem case development

Difficulty assessing educational outcomes

Difficulty assessing students performance

PBL transition

Lack faculty members

Lack classroom facilities

Others

0 10 20 30 40 50 60 70
Percentage of Response
 Reported Reasons for not
19
implementing Problem-based Learning

Lack PBL expertise

Lack faculty training
Time consuming
Difficulty fitting PBL into curriculum
Difficulty assessing educational outcome
Reasons

Effectiveness of PBL
Difficult PBL transition
Difficulty assessing students' performance
Other methods are more suitable
Problem case development
Others

0 10 20 30 40 50 60 70 80

Percentage of Response
20
Strengths and Limitations

Low response rate (40%)

Potential response bias
Survey question clarity (knowledge)
Reviewed by two PBL educators and
researchers
A description of PBL provided before
answering implementation questions
21
Conclusion

Majority of DH programs implement PBL

Predominantly traditional teaching with limited
amount of PBL
Familiarity was high but knowledge on
particular PBL components was low
Overall attitudes were positive
22
Conclusion

Challenges:
Lack of PBL expertise,
Lack of faculty training
Time consuming
Difficulty in problem case
development
23
Implications

PBL training for DH educators

Greater understanding and adoption
Enhance DH learning experience by
accommodating different learning preferences
PBL principles needed for DH education
More research needed on overcoming
challenges and barriers
24
Questions?
25
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