Effectiveness of PBL methodology in a hybrid dentistry program to enhance students’ knowledge and confidence. (a pilot study)

Table 3 Changes in pre-course, post-course, and pre-clinics confidence scores

Evaluation	Mean	Std. Deviation	Mean Difference	95% Confidence interval of the difference		‘t’ value	‘p’ value
Evaluation	Mean	Std. Deviation	Mean Difference	Lower	Upper	‘t’ value	‘p’ value
Pre-course (lecture based)	18.06	7.84	6.9	5.24	8.58	8.43	< 0.001
Pre-course (problem based)	11.15	8.86	6.9	5.24	8.58	8.43	< 0.001
Pre-course (lecture based)	18.06	7.84	−15.9	−19.87	−11.94	−8.18	< 0.001
Post-course (lecture based)	33.97	10.17	−15.9	−19.87	−11.94	−8.18	< 0.001
Pre-course (problem based)	11.15	8.86	−18.27	−21.95	−14.59	− 10.13	< 0.001
Post-course (problem based)	29.42	10.4	−18.27	−21.95	−14.59	− 10.13	< 0.001
Post-course (lecture based)	33.97	10.17	4.54	1.84	7.25	3.42	.002
Post-course (problem based)	29.42	10.4	4.54	1.84	7.25	3.42	.002
Pre-clinics (lecture based)	25.24	8.46	−8.73	−12.99	−4.47	−4.17	< 0.001
Post-course (lecture based)	33.97	10.17	−8.73	−12.99	−4.47	−4.17	< 0.001
Pre-clinics (problem based)	25.39	9.7	−4.03	−8.36	0.29	−1.89	.06
Post-course (problem based)	29.42	10.4	−4.03	−8.36	0.29	−1.89	.06
Pre-clinics (lecture based)	25.24	8.46	−.15	−1.74	1.44	−.19	.85
Pre-clinics (problem based)	25.39	9.7	−.15	−1.74	1.44	−.19	.85

ISSN: 1472-6920