CHRISMED Journal of Health and Research

CASE STUDY
Year
: 2018  |  Volume : 5  |  Issue : 4  |  Page : 302--304

Impact of problem-based learning in dentistry curriculum in Nepal: A self-reflection


Jyotsna Rimal1, Ashish Shrestha1, Dinesh Kumar Badyal2 
1 Department of Oral Medicine and Radiology and Public Health Dentistry, B. P. Koirala Institute of Health Sciences, Dharan, Nepal
2 Department of Pharmacology, Christian Medical College and Hospital, Ludhiana, Punjab, India

Correspondence Address:
Jyotsna Rimal
Department of Oral Medicine and Radiology, B. P. Koirala Institute of Health Sciences, Dharan
Nepal

My project on problem-based learning (PBL) is not new to medical schools but not many dental schools have adopted this approach in their curriculum in South Asian region. This approach not only develops content knowledge and skills but also sharpens the soft skills such as critical thinking, interpersonal, teamwork, presentation, speaking, and communication skills, which are equally needed to become a successful doctor. As a part of fellowship of the Foundation for Advancement on Medical Education and Research, Regional Institute, Christian Medical College, Ludhiana, this approach was tried in 2013 and ultimately incorporated in the curriculum in 2014. This case study describes the journey, challenges, and way forward from initiation of PBL approach in a government dental college of Nepal to its inclusion in national curriculum.


How to cite this article:
Rimal J, Shrestha A, Badyal DK. Impact of problem-based learning in dentistry curriculum in Nepal: A self-reflection.CHRISMED J Health Res 2018;5:302-304


How to cite this URL:
Rimal J, Shrestha A, Badyal DK. Impact of problem-based learning in dentistry curriculum in Nepal: A self-reflection. CHRISMED J Health Res [serial online] 2018 [cited 2020 Aug 4 ];5:302-304
Available from: http://www.cjhr.org/article.asp?issn=2348-3334;year=2018;volume=5;issue=4;spage=302;epage=304;aulast=Rimal;type=0