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Date of Award

2013

Document Type

Thesis - Pacific Access Restricted

Degree Name

Master of Arts (M.A.)

Department

Education

First Advisor

Lynn Beck

First Committee Member

Nader Nadershahi

Second Committee Member

Cindy Lyon

Abstract

The objective of this study was to evaluate the faculty perception of case-based learning weekly seminars held in Kuwait University-Faculty of Dentistry. Case-based learning (CBL) has been described in the dental literature as an important method for distilling the basic knowledge learned in texts and lectures and applying it to a patient's circumstances. To enhance the integration between disciplines and minimize isolated learning, the Faculty of Dentistry-Kuwait University created comprehensive dental care 3 (CDC) seminars. Those weekly seminars include real cases presented by fifth, sixth, and seventh-year clinical year students, facilitated by a case-based teaching and learning approach. Literature suggests that a shift to a more problem-based learning curriculum can represent a substantial challenge for many faculty members who may be unfamiliar with the process. This research investigated the experiences and perceptions about CBL of faculty in one dental school.

Subjects were invited to volunteer to answer a questionnaire. The survey included 25 "forced choice" questions and three open-ended optional questions. Most participants believed that faculty members do not understand the difference between problem-based learning and case-based learning. In addition, results showed that casebased learning was found to be beneficial not only for students, but also for faculty. Although the majority of the participants agreed that case-based learning was not a useful method for preparing students for written assessments, the majority agreed that case-based learning improves the integration between theory and clinical application. It was noted that case-based learning can be time consuming for both faculty and students. In general, faculty members agreed that case-based learning improves clinical skills, treatment planning skills for comprehensive dental patients, and clinical problem-solving as students progress from their fifth to seventh years.

Pages

67

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