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

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

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
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/cjhr.cjhr_122_18

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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.

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