Developing problem-based learning packages internationally: an evaluation of outcomes

Abstract

Due to mounting pressure on higher education resources, interested staff in Australasian dental schools formed a collaborative network to support the effective implementation of problem-based learning (PBL). Cross-institutional teams sourced patient cases and developed and evaluated PBL packages intended to be adaptable for use across curricula and year levels. Packages were designed to support PBL aims, i.e. to provide a motivating learning environment, to foster integrated learning, to encourage a systematic approach to patient management and to develop self-directed learning skills. This paper describes the collaborative process and reports on a cross-institutional study (using surveys and focus groups) to investigate students’ experiences of the PBL packages. The findings show that students in different year levels and institutions perceived that the packages provided a context compatible with PBL aims, i.e. one that was motivating and supported integrated, independent learning. This collaborative approach to developing and evaluating PBL packages was valuable in effectively utilizing resources and expertise across Australasian dental schools.