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May 16, 2026Open Access

Comparison of the teaching effect of problem-based learning and case-based learning teaching methods in dental endodontics education

Key Points

This study compares the effectiveness of problem-based learning (PBL) and case-based learning (CBL) on dental students' educational outcomes.
156 junior undergraduate dental students were randomly assigned to PBL and CBL groups, with 78 students each.
Both groups underwent a semester of intervention using either problem-solving scenarios (PBL) or clinical cases (CBL).
Evaluation included theoretical knowledge tests, practical skill assessments, and satisfaction surveys.
PBL group excelled in understanding in-depth concepts and knowledge integration, while CBL group showed better case-specific knowledge application.
In practical skills, CBL group demonstrated superior operational proficiency.
PBL group displayed higher enthusiasm for independent exploration, whereas CBL group recognized the practical significance of their learning.

Abstract

Objective This study aimed to compare the teaching effects of problem-based learning (PBL) and case-based learning (CBL) in dental endodontics education among 156 junior undergraduate dental students at the School of Stomatology, Hunan University of Chinese Medicine. The objective was to determine which method better promotes students' learning outcomes, including theoretical knowledge, practical skills, and learning attitudes. Methods A total of 156 junior-year students were randomly divided into a PBL group and a CBL group, with 78 students in each. In the PBL group, students learned through problem-solving scenarios. Teachers presented real-life-like dental endodontics cases and guided students to explore relevant questions. Students in groups conducted independent research and discussion to find solutions. In the CBL group, real clinical cases were used. Teachers provided comprehensive case information, and students analyzed cases, discussed diagnosis and treatment plans in groups. After a semester of teaching intervention, both groups were evaluated by theoretical knowledge test, practical skill assessment, self-learning ability assessment, and satisfaction assessment of teaching model. Results In the theoretical knowledge test, the PBL group showed a better understanding of in-depth concepts and knowledge integration, while the CBL group performed better in knowledge application related to case-specific situations. In practical skill assessment, the CBL group demonstrated more proficient operation skills. Regarding learning attitudes, students in the PBL group showed higher enthusiasm for independent exploration, while those in the CBL group had a stronger perception of the practical significance of learning. The satisfaction survey indicated that students in both groups were satisfied with their respective teaching methods, but for different reasons. The PBL group appreciated the cultivation of thinking ability, and the CBL group valued the connection with real-world practice. Conclusions Both PBL and CBL teaching methods have positive impacts on dental endodontics education. PBL is more effective in cultivating students' independent learning, critical thinking, and knowledge integration abilities. CBL is better at helping students apply theoretical knowledge to clinical practice and enhancing their practical operation skills. Therefore, educators should choose teaching methods according to teaching objectives and students' characteristics, and even consider integrating the two methods to optimize the teaching effect in dental endodontics education.

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