Abstract
The purpose of this study was to report on the experience of using Project-based learning (PBL) in the human and social sciences course taught to first year students in dentistry at the Euro-Mediterranean University of Fez. The assessment method involved self-assessment using a questionnaire. The course plan used PBL methodology in face-to-face format as well as asynchronous meetings via Moodle®. The findings showed that students were satisfied while experimenting PBL which creates a dynamic learning environment. Based on the findings, we suggest an innovative neuropsychological framework of PBL encompassing socio-cognitive, socio-emotional and metacognitive domains. Such learning enhances students' understanding of human sciences applied to dentistry, develops critical thinking skills, promotes collaboration, and prepares them for clinical practice.
Recommended Citation
Taiebine, Mohamed; Ech-Chahdi, Amal El Ouazzani; and Nejjari, Chakib
(2024)
"Implementation of Project-Based Learning in Social and Human Sciences Course for First Year Students in Dentistry in Morocco,"
Buletin Konseling Inovatif: Vol. 4:
No.
2, Article 1.
DOI: https://doi.org/10.17977/um059v4i22024p71-77
Available at:
https://citeus.um.ac.id/buseli/vol4/iss2/1