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Compend. Oral Sci:vol1(8);2015;52-54

environment that stimulates students’ active reduces the content of learning to be carried
participation in teaching and learning is also out face-to-face, allow for more opportunities
integral to developing strong interpersonal skills for PBL to be conducted.
and professional demeanour, which is crucial
for one’s future career progression. Besides increasing the amount of student’ en-
gagement with PBL, the implementation of PBL
Similar to the teaching of law, blended learning should also be assessed, to ensure its’ quality
approach has been introduced and implement- and effectiveness. Students’ diversity, such as
ed in dental schools around the world, including that related to language proficiency, cultural
Malaysia (Bhardwaj, et al., 2015, Maresca, et values or technology literacy, need to be as-
al., 2014, Reissmann, et al., 2015). The blend- sessed and addressed, as some Asian stu-
ed learning approach has been found effective dents reported facing difficulty in adapting to
in improving students’ clinical skills, under- this learning method (Sanders and Lushington,
standing and interest in the subject matter 2002). Dental educators, including academic
(Maresca, et al., 2014, Reissmann, et al., advisors and mentors, need to play a proactive
2015). Self-directed learning approach, adopt- role in identifying students who experience is-
ed in blended learning, also encourages stu- sues in adapting to PBL activities, and develop
dents to become self-sufficient individuals in strategies to remedy issues faced by these in-
undertaking independent life-long learning dividuals. A one-stop academic center that ca-

(Faraone, et al., 2013). In addition to blended ters for guiding students who experience learn-
learning, I hereby opine that problem-based- ing difficulty, such as that available at the Uni-
learning (PBL) activities should be implement- versity of Melbourne, would be beneficial in
ed in integration with the former, and in a larger supporting students’ diversity in any area of
scale, in order to provide students with opportu- learning.
nities in engaging and applying the theories
Another suggestion for an improved students’
they learn into managing patients in a clinical
setting (Barman, et al., 2006). The current ex- learning experience, adopted in other institu-
tent of PBL incorporated into the undergradu- tions, is to establish a ‘think tank’ or a focus
group, consisting of student representatives
ate dental curriculum in Malaysia should be
enhanced, with more sessions conducted to from each academic year to address any peda-
discuss a variety of clinical cases. Case sce- gogical issues. Such initiative is relevant in
Asian countries, where the students are cultur-
narios that include aspects relating to systemic
health, socio-economic status, emotional and ally unprepared to be critical and outspoken,
psychological wellbeing, environmental factors especially during teaching and learning (Khoo,
2003). Lack of student-faculty engagement
including cultural and social norms, as well as
other issues that may affect treatment planning may also occur as a result of superiority stand-
and maintenance of health need to be incorpo- ard that exists within the dental fraternity, in
which specialists are held in high regard and
rated in an attempt to prepare students for
providing care in a holistic manner. Implemen- may be perceived as being too intimidating to
tation of blended-learning activities, which be approached (Rowland, et al., 2010). Having

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