Table 1

Attitudes about problem-based learning (PBL) of medical (N=111) and dental (N=132) faculty members, by number and percentage of total respondents in each group to each statement

StatementStrongly AgreeAgreeDisagreeStrongly DisagreeAverage RatingStandard DeviationZ statisticp-value
1. I am enthusiastic about PBL.
 Medical54 (49%)40 (36%)16 (14%)1 (1%)3.320.75−2.9220.003*
 Dental37 (28%)69 (52%)21 (16%)5 (4%)3.050.77
2. PBL is an effective learning method.
 Medical55 (50%)48 (43%)7 (6%)1 (1%)3.410.65−3.0410.002*
 Dental41 (31%)73 (55%)15 (11%)3 (2%)3.150.70
3. PBL encourages students’ independent thinking.
 Medical59 (54%)46 (42%)5 (5%)03.490.59−2.9580.003*
 Dental44 (33%)82 (62%)4 (3%)2 (2%)3.270.59
4. PBL enhances students’ critical thinking skills.
 Medical58 (53%)48 (44%)4 (4%)03.490.57−2.7460.006*
 Dental47 (36%)72 (55%)9 (7%)2 (2%)3.260.65
5. PBL improves students’ skills in problem-solving.
 Medical55 (50%)52 (47%)4 (4%)03.460.57−2.5590.010*
 Dental44 (34%)77 (59%)7 (5%)2 (2%)3.250.63
6. PBL enhances students’ understanding of the subject.
 Medical46 (43%)44 (42%)14 (13%)2 (2%)3.260.76−3.0820.002*
 Dental28 (22%)76 (58%)23 (18%)3 (2%)2.990.70
7. PBL improves students’ communication skills.
 Medical40 (36%)55 (50%)15 (14%)03.230.67−2.4060.016*
 Dental24 (18%)89 (68%)17 (13%)1 (1%)3.040.59
8. PBL enhances clinical reasoning.
 Medical49 (45%)53 (49%)7 (6%)03.390.61−2.2430.025*
 Dental40 (31%)78 (60%)10 (8%)2 (2%)3.200.64
9. PBL requires high-quality clinical problems to present to students.
 Medical67 (62%)34 (31%)6 (6%)1 (1%)3.550.65−4.784<0.001*
 Dental39 (30%)71 (55%)19 (15%)03.160.65
10. PBL should be used as an adjunct to, not a replacement of, conventional teaching.
 Medical35 (32%)48 (44%)18 (16%)9 (8%)2.990.901.6190.105
 Dental50 (38%)59 (45%)21 (16%)1 (1%)3.210.73
  • Note: Percentages may not total 100% because of rounding. Some respondents skipped some statements.

  • * Statistically significant at p<0.05