RT Journal Article
T1 Dental Students’ Perceived Clinical  Competence in Prosthodontics: Comparison  of Traditional and Problem-Based Learning  Methodologies
A1 Montero, Javier
A1 Dib, Abraham
A1 Guadilla, Yasmina
A1 Flores, Javier
A1 Santos, Juan Antonio
A1 Anaya-Aguilar, Rosa María
A1 Gómez-Polo, Cristina
K1 Dentistas - Formación profesional
K1 Odontología - Estudio y enseñanza
K1 Educación basada en competencias
AB Objectives: to compare the perceived competence for treating prosthetic patientsbetween two samples of fourth-year dental students belonging to the traditional dentalcurriculum or to the current problem-based learning (PBL) curriculum.Methods: a consecutive sample of fourth-year dental students following the traditionalstudy plan and the new problem-based learning plan were surveyed regarding theirperception of the teaching they had received in Prosthodontics. The number ofprosthetic treatments carried out during the academic year and the level of competenceperceived by the students to perform such treatments was quantified on a scale from 0-10.Results: The average number of treatments performed was similar for both groups,except for metal-based removable partial dentures which was significantly higher forthe group belonging to the traditional curriculum (0.8±1.0) than the PBL curriculum(0.4±0.6). The level of competence perceived by the students to treat full denturepatients was significantly higher (7.3±1.1) than that of partial acrylic dentures (6.7±1.5)or combined dentures (5.7±1.3). Clinical competence in dental prosthetics mainlydepends on the number of treatments conducted as the operator, as well as the assistant.Furthermore, the students following the traditional curriculum considered themselves tobe significantly more competent at treating patients for removable partial and fixedprostheses (7.8±1.1 and 7.6±1.1 respectively) than counterparts (6.4±1.5 and 6.6±1.5respectively).Conclusions: The level of competence perceived by the students following thetraditional study plan was significantly higher than those following the new PBL studyplan in the treatment of removable partial dentures and fixed prostheses. Thus thepractical experiences are more important than the theoretical teaching method in thestudent’s preparedness.
PB Wiley
YR 2018
FD 2018-02-01
LK https://hdl.handle.net/10630/39687
UL https://hdl.handle.net/10630/39687
LA eng
NO Montero, J., Dib, A., Guadilla, Y., Flores, J., Santos, J. A., Aguilar, R. A., & Gómez-Polo, C. (2018). Dental students’ perceived clinical competence in prosthodontics: comparison of traditional and problem‐based learning methodologies. Journal of dental education, 82(2), 152-162.
NO The aim of this study was to compare the perceived competence for treating prosthodontic patients of two samples of fourth-year dental students: those educated using traditional methodologies and those educated using problem-based learning (PBL). Two cohorts of fourth-year dental students at a dental school in Spain were surveyed: the traditional methods cohort (n=46) was comprised of all students in academic years 2012 and 2013, and the PBL cohort (n=57) was comprised of all students in academic years 2014 and 2015. Students in both cohorts reported the number of prosthodontic treatments they carried out per year and their perceived level of competence in performing such treatments. The results showed that the average number of treatments performed was similar for the two cohorts, except the number of metal-based removable partial dentures was significantly higher for students in the traditional (0.8±1.0) than the PBL (0.4±0.6) cohort. The level of perceived competence to treat complete denture patients for the combined cohorts was significantly higher (7.3±1.1) than that for partial acrylic dentures (6.7±1.5) and combined dentures (5.7±1.3). Students’ clinical competence in prosthodontics mainly depended on number of treatments performed as the operator as well as the assistant. Students in the traditional methods cohort considered themselves to be significantly more competent at treating patients for removable partial and fixed prostheses (7.8±1.1 and 7.6±1.1, respectively) than did students in the PBL cohort (6.4±1.5 and 6.6±1.5, respectively). Overall, however, the study found that practical experiences were more important than the teaching method used to achieve students’ perceived competence.
NO https://openpolicyfinder.jisc.ac.uk/id/publication/10328
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 21 ene 2026