First‐year responses to a new problem‐based curriculum in dentistry

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Abstract
Abstract— The first year of a new Bachelor of Dental Surgery curriculum was introduced at the University of Adelaide in 1993. Four integrated streams replaced the previous large number of separate subjects, with an overall reduction in formal contact hours, more exposure to clinical practice, and an emphasis on problem‐based learning and student self‐directed learning. This report compares students' attitudes to the new programme with their attitudes to the previous course. Evaluation forms were completed by 39 of 53 first‐year students in 1992 and 38 of 47 first‐year students in 1993. Comparisons between years, made using the Student's t test, indicated significant differences for several questions. For example, the workload in the previous course was considered to be significantly heavier, with too much theory and too many topics. It was felt that the aims and objectives of the new course were significantly clearer; there was more time to understand material; more opportunities to choose areas to study; students were encouraged more to think for themselves; and staff were more understanding and supportive. The authors conclude that the new problem‐based Adelaide dental curriculum has facilitated a more contextual and better‐balanced learning environment for students.

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