Supplementary file 2_Comparison of the teaching effect of problem-based learning and case-

A study comparing the teaching effects of Problem-Based Learning (PBL) and Case-Based Learning (CBL) methods on 156 junior undergraduate dental students at the School of Stomatology, Hunan University of Chinese Medicine. The research evaluated theoretical knowledge, practical skills, and learning attitudes after a semester-long intervention. The dataset was authored by Qun Li and last updated on May 12, 2026.

Use Cases

• Compare student performance on theoretical knowledge tests based on teaching method.
• Analyze differences in practical skill assessment scores between PBL and CBL groups.
• Evaluate student satisfaction and learning attitudes towards different teaching models.
• Study the impact of teaching methods on self-learning ability and critical thinking.

Strengths

• Study design includes a randomized controlled trial with 156 students divided into two groups of 78.
• Evaluation covers multiple dimensions: theoretical knowledge, practical skills, self-learning ability, and satisfaction.
• Results provide specific comparisons between PBL and CBL outcomes for different learning objectives.

Limitations

• The dataset is a 17.9 KB DOCX file, suggesting limited scope and likely containing only summary results or a manuscript.
• Row count and column-level documentation are unknown, limiting suitability for direct data analysis.
• Data reflects a single institution and 156 students, which may limit generalizability.

Provenance

Source

figshare

Collection Method

A randomized teaching intervention study conducted over one semester.

Freshness

Last updated 2026-05-12 04:19:24

Geography

School of Stomatology, Hunan University of Chinese Medicine