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Problem-based learning versus lectures : comparison of academic results and time devoted by teachers in a course on Dentistry in Special Patients

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Problem-based learning versus lectures : comparison of academic results and time devoted by teachers in a course on Dentistry in Special Patients

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dc.contributor.author Moreno López, Luis Alberto es
dc.contributor.author Somacarrera Pérez, Mª Luisa es
dc.contributor.author Díaz Rodríguez, Milagros es
dc.contributor.author Campo Trapero, Julián es
dc.contributor.author Cano Sánchez, Jorge es
dc.date.accessioned 2017-09-07T09:02:36Z
dc.date.available 2017-09-07T09:02:36Z
dc.date.issued 2009 es
dc.identifier.citation Moreno López, Luis Alberto ; Somacarrera Pérez, Mª Luisa ; Díaz Rodríguez, Milagros ; Campo Trapero, Julián ; Cano Sánchez, Jorge. Problem-based learning versus lectures : comparison of academic results and time devoted by teachers in a course on Dentistry in Special Patients. En: Medicina oral, patología oral y cirugía bucal. Ed. inglesa, 14 11 2009: 6- es
dc.identifier.uri http://hdl.handle.net/10550/60613
dc.description.abstract Objectives: Problem-Based Learning (PBL) is a teaching-learning technique centred on the complete development of the student. It has been successfully implemented in several universities, notably in the health sciences. The process of creating the European Higher Education Area, initiated in Bologna, encourages European universities to use new methodologies in the teaching-learning process, including PBL. Our objectives were to analyze the results obtained by using PBL with fifth-year Dentistry students. Study design: Comparison of academic results between students receiving lectures and PBL participants, and assessment of differences between them in the time devoted to tasks by students and teachers. Results: PBL participants obtained higher grades compared to those receiving lectures only(p<0.05). The two student groups devoted the same amount of time to this subject but the time distribution of tasks was very different, with PBL students spending more time on group work and analysis of the literature. The teachers devoted much more time to the PBL group. Conclusions: PBL is a teaching-learning methodology that improves student academic results. PBL diverts student time to more complex tasks but requires a greater commitment from the teachers. es
dc.title Problem-based learning versus lectures : comparison of academic results and time devoted by teachers in a course on Dentistry in Special Patients es
dc.type journal article es_ES
dc.subject.unesco UNESCO::CIENCIAS MÉDICAS es
dc.identifier.doi 10.4317/medoral.14.e583 es
dc.type.hasVersion VoR es_ES

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