Implementation of Project-Based Learning in Social and Human Sciences Course for First Year Students in Dentistry in Morocco
Abstract
The purpose of this study was to report on the experience of using Project-based learning (PBL) in the human and social sciences course taught to first year students in dentistry at the Euro-Mediterranean University of Fez. The assessment method involved self-assessment using a questionnaire. The course plan used PBL methodology in face-to-face format as well as asynchronous meetings via Moodle®. The findings showed that students were satisfied while experimenting PBL which creates a dynamic learning environment. Based on the findings, we suggest an innovative neuropsychological framework of PBL encompassing socio-cognitive, socio-emotional and metacognitive domains. Such learning enhances students' understanding of human sciences applied to dentistry, develops critical thinking skills, promotes collaboration, and prepares them for clinical practice.
References
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Hill, M., Peters, M., Salvaggio, M., Vinnedge, J., & Darden, A. (2020). Implementation and evaluation of a self-directed learning activity for first-year medical students. Medical education online, 25(1), 1717780.
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving schools, 19(3), 267-277.
Lam, S. F., Cheng, R. W. Y., & Choy, H. C. (2010). School support and teacher motivation to implement project-based learning. Learning and instruction, 20(6), 487-497.
Levine, A. E., Bebermeyer, R. D., Chen, J. W., Davis, D., & Harty, C. (2008). Development of an interdisciplinary course in information resources and evidence‐based dentistry. Journal of Dental Education, 72(9), 1067-1076.
Mioduser, D., & Betzer, N. (2008). The contribution of Project-based-learning to high-achievers’ acquisition of technological knowledge and skills. International Journal of technology and design education, 18, 59-77.
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Taiebine, M., & Keegan, L. C. (2022). E-Mentorship in Speech-Language Pathology. Teaching and Learning in Communication Sciences & Disorders, 6(3), 8.
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Taiebine, M., & Keegan, L. (2023). E-mentorship as a medium to foster soft skills during COVID-19. Journal of the Neurological Sciences, 455.
Uden, L., Sulaiman, F., Ching, G. S., & Rosales, J. J. (2023). Integrated science, technology, engineering, and mathematics project-based learning for physics learning from neuroscience perspectives. Frontiers in psychology, 14, 1136246.
Yulhendri, Y., Prima Sakti, M. R., Sofya, R., Ritonga, M., Alisha, W. P., Sudjatmoko, A., & Susanti, N. (2023). Strategies for Project Based Learning during the Pandemic: The Benefits of Reflective Learning Approach. SAGE Open, 13(4), 21582440231217885.
Yoo, S. H., Bae, S. M., Shin, B. M., & Shin, S. J. (2017). Evaluation of project-based learning on community dental hygiene practice education. Journal of dental hygiene science, 17(4), 368-374.
Youhanna, K. M. Y., Adam, L., Monk, B. C., & Loch, C. (2021). Dentistry students’ experiences, engagement and perception of biochemistry within the dental curriculum and beyond. European Journal of Dental Education, 25(2), 318-324.
Amandu, G. M., Muliira, J. K., & Fronda, D. C. (2013). Using moodle e-learning platform to foster student self-directed learning: Experiences with utilization of the software in undergraduate nursing courses in a Middle Eastern university. Procedia-Social and Behavioral Sciences, 93, 677-683.
Anazifa, R. D., & Djukri, D. (2017). Project-based learning and problem-based learning: Are they effective to improve student’s thinking skills?. Jurnal Pendidikan IPA Indonesia, 6(2), 346-355.
Choi, M. S. (2018). Application of a Project-Based Learning on Community Dental Hygiene. Journal of Convergence for Information Technology, 8(6), 31-41.
Costa-Silva, D., Côrtes, J. A., Bachinski, R. F., Spiegel, C. N., & Alves, G. G. (2018). Teaching cell biology to dental students with a project‐based learning approach. Journal of Dental Education, 82(3), 322-331.
Crawford, L. K., Arellano Carmona, K., & Kumar, R. (2024). Examining the Impact of Project-Based Learning on Students’ Self-Reported and Actual Learning Outcomes. Pedagogy in Health Promotion, 23733799241234065.
do Amaral, J. A. A., & Fregni, F. (2021). Applying neuroscience concepts to enhance learning in an online project-based learning centered course. Journal of Problem Based Learning in Higher Education, 9(2).
Dorantes-Gonzalez, D. J., Tsvetkova, N., Veledinskaya, S., Babanskaya, O., & Çakar, T. (2021, June). Toward a Novel Neuroscience-Based System Approach Integrating Cognitive and Implicit Learning in Education. In International Conference Cyber-Physical Systems and Control (pp. 661-673). Cham: Springer International Publishing.
Duś-Ilnicka, I., Paradowska-Stolarz, A., Mazur, M., Radwan-Oczko, M., Perra, A., Paula, V. S. D., ... & Dominiak, M. (2024). Blended intensive programme’s implementation in dental education: post-pandemic evolution of learning. BMC Medical Education, 24(1), 352.
Fulmer, S. M., & Frijters, J. C. (2009). A review of self-report and alternative approaches in the measurement of student motivation. Educational Psychology Review, 21(3), 219-246.
Fulmer, S. M., & Frijters, J. C. (2011). Motivation during an excessively challenging reading task: The buffering role of relative topic interest. The Journal of Experimental Education, 79(2), 185-208.
Handrianto, C., & Rahman, M. A. (2018). Project based learning: a review of literature on its outcomes and implementation issues. LET: Linguistics, Literature and English Teaching Journal, 8(2), 110-129.
Heffler, B. (2001). Individual learning style and the learning style inventory. Educational studies, 27(3), 307-316.
Hill, M., Peters, M., Salvaggio, M., Vinnedge, J., & Darden, A. (2020). Implementation and evaluation of a self-directed learning activity for first-year medical students. Medical education online, 25(1), 1717780.
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving schools, 19(3), 267-277.
Lam, S. F., Cheng, R. W. Y., & Choy, H. C. (2010). School support and teacher motivation to implement project-based learning. Learning and instruction, 20(6), 487-497.
Levine, A. E., Bebermeyer, R. D., Chen, J. W., Davis, D., & Harty, C. (2008). Development of an interdisciplinary course in information resources and evidence‐based dentistry. Journal of Dental Education, 72(9), 1067-1076.
Mioduser, D., & Betzer, N. (2008). The contribution of Project-based-learning to high-achievers’ acquisition of technological knowledge and skills. International Journal of technology and design education, 18, 59-77.
Nadershahi, N. A., Bender, D. J., Beck, L., Lyon, C., & Blaseio, A. (2013). An overview of case–based and problem–based learning methodologies for dental education. Journal of Dental Education, 77(10), 1300-1305.
Nizami, M. Z. I., Xue, V. W., Wong, A. W. Y., Yu, O. Y., Yeung, C., & Chu, C. H. (2023). Challenge-based learning in dental education. Dentistry Journal, 11(1), 14.
Sanchez-Muñoz, R., Carrió, M., Rodríguez, G., Pérez, N., & Moyano, E. (2022). A hybrid strategy to develop real-life competences combining flipped classroom, jigsaw method and project-based learning. Journal of Biological Education, 56(5), 540-551.
Scheven, B. A. A. (2012). Perceived relevance of oral biology by dental students. European Journal of Dental Education, 16(1), e64-e72.
Taiebine, M., & Keegan, L. C. (2022). E-Mentorship in Speech-Language Pathology. Teaching and Learning in Communication Sciences & Disorders, 6(3), 8.
Taiebine, M. (2023). E-learning and Intercultural Online Education Pre-and Post-Covid-19. In Transforming Teaching and Learning Experiences for Helping Professions in Higher Education (pp. 96-113). Brill.
Taiebine, M., & Keegan, L. (2023). E-mentorship as a medium to foster soft skills during COVID-19. Journal of the Neurological Sciences, 455.
Uden, L., Sulaiman, F., Ching, G. S., & Rosales, J. J. (2023). Integrated science, technology, engineering, and mathematics project-based learning for physics learning from neuroscience perspectives. Frontiers in psychology, 14, 1136246.
Yulhendri, Y., Prima Sakti, M. R., Sofya, R., Ritonga, M., Alisha, W. P., Sudjatmoko, A., & Susanti, N. (2023). Strategies for Project Based Learning during the Pandemic: The Benefits of Reflective Learning Approach. SAGE Open, 13(4), 21582440231217885.
Yoo, S. H., Bae, S. M., Shin, B. M., & Shin, S. J. (2017). Evaluation of project-based learning on community dental hygiene practice education. Journal of dental hygiene science, 17(4), 368-374.
Youhanna, K. M. Y., Adam, L., Monk, B. C., & Loch, C. (2021). Dentistry students’ experiences, engagement and perception of biochemistry within the dental curriculum and beyond. European Journal of Dental Education, 25(2), 318-324.
Authors
Taiebine, M., Ech-Chahdi, A. E. O., & Nejjari, C. (2024). Implementation of Project-Based Learning in Social and Human Sciences Course for First Year Students in Dentistry in Morocco. Buletin Konseling Inovatif, 4(2), 71–77. https://doi.org/10.17977/um059v4i22024p71-77
Copyright (c) 2024 Mohamed Taiebine, Amal El Ouazzani Ech-Chahdi, Chakib Nejjari
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.