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

  1. Luis Alberto Moreno López
  2. Mª Luisa Somacarrera Pérez
  3. Milagros Díaz Rodríguez
  4. Julián Campo Trapero
  5. Jorge Cano Sánchez
Medicina oral, patología oral y cirugía bucal. Ed. inglesa

ISSN: 1698-6946

Year of publication: 2009

Volume: 14

Issue: 11

Pages: 6

Type: Article

DOI: 10.4317/MEDORAL.14.E583 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Medicina oral, patología oral y cirugía bucal. Ed. inglesa


Cited by

  • Scopus Cited by: 13 (18-09-2023)
  • Web of Science Cited by: 11 (21-09-2023)
  • Dimensions Cited by: 18 (31-03-2023)

SCImago Journal Rank

  • Year 2009
  • SJR Journal Impact: 0.435
  • Best Quartile: Q2
  • Area: Otorhinolaryngology Quartile: Q2 Rank in area: 45/105
  • Area: Medicine (miscellaneous) Quartile: Q2 Rank in area: 1205/2938
  • Area: Surgery Quartile: Q2 Rank in area: 157/392
  • Area: Dentistry (miscellaneous) Quartile: Q2 Rank in area: 42/111


(Data updated as of 31-03-2023)
  • Total citations: 18
  • Recent citations: 2
  • Relative Citation Ratio (RCR): 0.64
  • Field Citation Ratio (FCR): 4.46


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.