Effectiveness of Hybrid Problem-Based Learning in Oral Medicine and Radiology: A Quasi-Experimental Study

Objectives: The objective of this study is to evaluate the effectiveness of hybrid PBL in improving knowledge retention, critical thinking, academic performance, and student engagement in undergraduate dental education. Methods: This quasi-experimental study included 80 final-year Bachelor of Dental Surgery (BDS) students, randomized into two groups: Hybrid PBL (n = 40) and Lecture-Based (n = 40). The intervention spanned key topics in oral medicine and radiology. Assessments included: (i) multiple-choice tests immediately post-intervention and at 4 weeks, (ii) a validated Clinical Thinking Assessment Test (CAT), (iii) internal assessment scores, and (iv) the Student Course Engagement Questionnaire (SCEQ). Data were analysed using independent and paired t-tests, as well as chi-square tests (p < 0.05 significance). Results: The Hybrid PBL group demonstrated significantly higher post-test 1 (25.29 ± 1.88) and post-test 2 (24.18 ± 2.28) scores compared to the Lecture-Based group (22.27 ± 1.84 and 20.17 ± 2.21, respectively; p < 0.001). CAT scores were higher in the Hybrid PBL group (81.53 ± 5.89) than in the Lecture group (73.65 ± 5.65; p < 0.001). Internal assessment scores and engagement ratings were also significantly higher in the Hybrid PBL group (p < 0.001 for both). Conclusion: Hybrid PBL significantly enhanced knowledge retention, critical thinking, academic performance, and student engagement compared to traditional lectures. These findings support the integration of hybrid PBL as a preferred teaching strategy in Oral Medicine and Radiology to optimize learning outcomes and clinical reasoning skills.