Problem-based curricula and dental education: facilitating change for teachers and learners

Abstract

<jats:p>Problem‐based curricula (PBC) are being implemented increasingly in dental schools around the world, along with the associated excitement and dilemmas that accompany any change process. Successful development and implementation of this approach to teaching and learning involves a range of issues. This paper discusses the need for recognition of the conceptions of both teachers and students in the teaching and learning process as well as approaches that facilitate change from existing beliefs. A collaborative approach to curriculum implementation that involves staff and students in the development and practice of PBL is recommended, rather than an institutional directive or “top‐down” approach. Other suggestions for managing the transition are provided, including provision of a specific introductory PBL unit that addresses issues commonly encountered with PBL such as rôles and expectations of staff and students, group work and assessment. In summary, careful consideration and management of the many issues associated with curriculum change are required to optimise implementation of a “new” PBC approach.</jats:p>