Supplementary file 1_Comparison of the teaching effect of problem-based learning and case-

A 2026 study by Qun Li compares the teaching effects of Problem-Based Learning (PBL) and Case-Based Learning (CBL) methods in dental endodontics education. The research involved 156 junior undergraduate dental students at the School of Stomatology, Hunan University of Chinese Medicine, evaluating outcomes in theoretical knowledge, practical skills, and learning attitudes. The dataset is a supplementary document summarizing the study's objective, methods, results, and conclusions.

Use Cases

• Compare student performance metrics between PBL and CBL teaching methods based on the described theoretical and practical assessments.
• Analyze student satisfaction and learning attitudes towards different pedagogical approaches based on the survey results mentioned.
• Inform curriculum design for dental endodontics education based on the comparative effectiveness of PBL for critical thinking and CBL for practical skills.

Strengths

• Clear study design involving 156 students randomly assigned to two groups.
• Multiple evaluation dimensions described: theoretical knowledge, practical skills, self-learning ability, and satisfaction.
• Specific results are summarized, indicating performance differences between the PBL and CBL groups.

Limitations

• Dataset is a 13.7 KB DOCX file; the underlying raw data (e.g., test scores, survey responses) is not provided.
• Column-level documentation is absent; field semantics must be inferred from the study description.
• Row count is unknown, which may limit suitability assessment for quantitative analysis.

Provenance

Source

Qun Li via figshare.

Collection Method

Likely contains the manuscript or supplementary material from a comparative educational intervention study.

Freshness

Last updated 2026-05-12 04:19:28.

Geography

Study conducted at the School of Stomatology, Hunan University of Chinese Medicine.