COMPARING THE EFFECTS OF PROBLEM-BASED LEARNING AND TRADITIONAL LECTURES ON STUDENTS' ABILITY TO THINK CRITICALLY: A COMPARATIVE STUDY
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Abstract
Academic skill is a very important component in the higher learning institutions particularly in medical and dental faculties whereby advanced skills have to be used in making clinical decisions. This article therefore seeks to analyze the impact of Problem-Based Learning (PBL) and Traditional Lectures on Development of Critical Thinking Skills among Students. The current study involves a systematic literature analysis and review as well as a survey with a set of closed-ended questions with a group of selected undergrad students using standard measures such as the critical thinking skills test. Tables are utilized in the presentation of results with special consideration to the comparison of students exposed to PBL with students exposed to conventional lecturing techniques. It first serves to get an understanding of the numerous benefits that are in store if the learning process is made more interesting and more student-centered as opposed to making it more formal and instructor-centered.
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Dr. Parkha Afridi
BDS, CHPE, MHPE, Lecturer Medical Education, Rehman College of Dentistry, Peshawar Pakistan
Dr. Ismail Alam Khan
BDS, DHP&M, MPH, MHPE, Assistant Professor Medical Education, Rehman College of Dentistry, Peshawar Pakistan
Dr. Bushra Afridi
BDS, Trainee Medical Officer, Khyber Teaching Hospital, Peshawar Pakistan
Dr. Dawood Khan
MBBS, Trainee Medical Officer, Khyber Teaching Hospital, Peshawar Pakistan
Dr. Malghalara Khattak
BDS, Demonstrator Department of Pathology, Fauji Foundation Medical College, Rawalpindi Pakistan
Dr. Khadijah Bibi
BDS, MPH, CHR, CHPE, MHPE (Scholar), Lecturer Department of Community & Preventive Dentistry, Peshawar Dental College, Peshawar Pakistan