CCMB researcher, Dr. Alan Fincham is one of the leading organizers of the USC School of Dentistry’s Problem Based Learning program. He has an anonymous quote sitting above his desk that reads, If I give you the answer, I for ever deny you the chance to learn. The words from this quote define the basic concept behind the School of Dentistry’s CCMB piloted PBL program. It is a program that challenges students to think critically about problems and direct their own learning. PBL engenders these skills in students by being: 

1. Problem Based: The curriculum is case-based and addresses relevant biomedical biodental or clinical dental situations 

2. Small Group Organized: Student learning takes place in a small group context

3. Student Centered: The students direct their own learning.

PBL ‘process’ is critical to the success of the pedagogy. When done correctly it provides students with an invaluable strategy for approaching any unknown. Each case-study challenges the students to list relevant facts about the case, generate ideas based on those facts, and organize a series of learning needs that allow them to address the validity of their ideas.

Students embarking upon a career in dentistry select their professional school for a variety of reasons. Asked to comment on their choice to attend USC Dental School as a non-traditional student, PBL students from the class of 2003 and 2004 offered remarks to the following questions.

Why did you elect PBL instead of a traditional academic program?

My decision to choose the PBL program over the traditional one was facilitated by talking with various faculty members, students of both programs, practicing dentists, and my family. Having graduated from a large public university, where some of my science classes were shared with 900 other classmates and where three different professors rotated during the course of the quarter, it was comforting to picture myself in group numbers small enough to be count on my fingertips. The dentist that I worked for also supported my decision explaining that in the PBL dental program, I would be learning necessary skills that dentists use on a daily basis. Susan Jarakian, PBL 2004

            During my sophomore year at USC, a professor at USC medical school wanted volunteers for a two-day case to try out this new teaching method. I was impressed with this method, as it was challenging and a nice change from the traditional lectures where I never paid attention and fell asleep half of the time. It also made me wonder why lectures still exist, as in the PBL method students are actively participating in the class, seem to have a better understanding of the material and retain more information from the cases. Sara Fikree, PBL 2004

I chose PBL over traditional because I feel that academic training often occurs in a vacuum, and does not sufficiently address the issues that a practicing clinicians will encounter during the course of their careers. PBL effectively removes the structure and assistance afforded by professors and lectures and teaches students to rely upon research and teamwork to address actual clinical cases. In this respect, PBL students receive the benefits of a professional education while incubating in the exploratory environment unique to the USC School of Dentistry. Bao-Thy Nguyen, PBL 2004

            I knew immediately that PBL was my style of learning. Although guilty of it, I had felt opposed for some time to the cram-for-exam method. I was sure there had to be a better way. Having all learning stored mentally in the context of a case seemed much too efficient to pass up. Cade A Salmon, PBL 2003

What do you like/dislike about this learning methodology?

I love the freedom that we, the students, have to decide where the case is going to go. Essentially, we hit all of the learning needs that we were supposed to, but we dictate in what amount of detail those learning needs will be. This is ideal for people who are really motivated and really interested in learning as much as possible. Kristen Johannsen, PBL 2003

I enjoy the academic freedoms that PBL offers. Instead of getting a required book list, I buy textbooks that I want to read, and I actually have time to read the books and absorb the material instead of having everything spoon-fed to me. Talking about anatomy and physiology in a group setting helps me learn because I associate the material with cases instead of cramming and last minute memorization. Jennifer Kronberg-Horton, PBL 2004

What are you learning about yourself and the way you deal with other people?

More than any other aspect of the program I value the learning that has taken place for me in this area. I came into the program extremely confident in my ability to work in group situations. I believe I was too confident. The program allowed me to realize how often I consider only my personal needs and feelings and neglect the feelings of others. The process has been painful at times but rewarding as I have started to notice small changes in myself. Cade A Salmon, PBL 2003.

            I feel it is a good opportunity to develop interpersonal relationship skills that many health professionals lack today. Levi Palmer, PBL 2004.

I have learned the importance of patience, respect and being a good listener. Although I may have possessed these traits before PBL, I now think about them constantly, since they are integral to the day-to-day function of the group. Kristen Johannsen, PBL 2003.

Do you think your PBL dental education helps or hinders your future plans as a dentist/specialist?

I believe that choosing the PBL program has opened up more opportunities for me in the future because it will teach me how to think and process information for myself instead of having someone else do it for me. Jennifer Kronberg-Horton, PBL 2004

I think the PBL method does several things of benefit. First, it has allowed me to develop an ability, a confidence and an enjoyment for research. I feel confident that I can find appropriate information and learn anything! I have even come to the point that I enjoy the challenge and experience of learning. I also have found the immediate clinic exposure and verticalization of clinic experience to be invaluable both to my ability and confidence. Cade A Salmon, PBL 2003

I think PBL is preparing me to be a better dentist than I would have been with the traditional program education. I am pressed to look at a problem, and think about it critically. I’m not afraid to say I’m not sure, but I’ll find out about all the possibilities. I think that this is where many dentists are deficient...they lack the ability to admit they don’t know, to go research, and then to come back with different treatment options. Also, I think that PBL encourages students to really think about the overall health of the patient. The way the cases are structured, we are always thinking about the big picture of the patient’s overall health and how different diseases or problems will manifest in different areas and how they will affect the way we go about the dental procedures. Kristen Johannsen, PBL 2003