1) Problem Based Learning at a University with Limited Resources

Introduction: PBL is a popular student-centered instructional strategy in which students collaboratively solve problems and reflect on their experiences under the guidance of a facilitator. However Cambodian universities have not adopted PBL partly because of the expense of employing academic staff for small-group learning. The aim of this study was to evaluate the success of a PBL program facilitated by senior dental students. Methods: Three facilitators (year 4 students) received training in PBL. They conducted two PBL sessions per week for three groups of year 3 dental students over one semester. The problems were selected from a textbook on clinical problem solving. Baseline and end-of-semester surveys were carried out, to measure the student's study habits and attitudes towards PBL. In-class assessments of participation were also recorded. Results: At baseline, few students engaged in self-learning or small group learning. Participation in the PBL sessions was generally good, and although no staff member was present, most students investigated each problem diligently. The post-PBL evaluation showed significant changes in study patterns over the semester. Students preferred PBL to lectures (p<0.05); read more dental journals (p<0.01); searched the internet for information more often (p<0.05); and spent more hours studying per day (p< 0.001). Conclusion: PBL was conducted successfully in a cash-strapped university at low cost by utilizing senior students as facilitators. Participants were very positive in their assessment of PBL preferring it over the traditional lecture format. The study habits of students greatly improved as a result of the PBL course.