Problem-based Learning in Pediatric Dentistry: Perception of Students at the Mohamed VI Faculty of Dentistry

Introduction: Problem-based learning (PBL) is a teaching method that relies on the learner’s active involvement in learning. It is a highly structured learning method with different stages, alternating group work and individual learning, enabling learners to learn clinical reasoning and acquire knowledge. The approach is guided by the teacher, who must support the construction of knowledge and create and supervise learning situations-a facilitating role. This work aims to assess learners’ perception of its value as an active learning method used in pediatric dentistry. Methods: This descriptive study was conducted within the Mohamed VI Faculty of Dentistry at the Mohamed VI University of Health Sciences in Casablanca (UM6SS) and concerned all 3rd year students for the 2021/2022 academic year. Students’ perceptions of this teaching approach were assessed using a questionnaire administered at the end of the last ARP session. Results: 96.2% of students were interested in the PBL sessions, and 56.6% felt that the group work enabled them to acquire new knowledge. The proposed problem situation was clear and well assimilated for 52.8% of learners, provoking rich and interesting discussion for 88.7% of students and enabling the identification of appropriate objectives for 79.2% of learners. Conclusion: The results of our study are promising and interesting in favor of developing and extending PBL teaching to other courses in pediatric dentistry. However, the various constraints inherent in this teaching modality must be considered.