As a BDS I student, I’ve found that PBL provides great freedom for acquiring knowledge. Compared with high-school education, students using the PBL approach can organise their time in their own way, according to their own learning styles.
Gordon Hui, BDS III
“PBL has helped me develop logical thinking skills through dynamic discussion, and it has sharpened my ability to select information to facilitate learning. PBL makes learning more interactive and encourages students to develop uniqueness as well as initiative.”
Cherrie Hung, BDS IV
I enjoy PBL’s dynamic interaction in small-group discussions while building ‘soft’ and transferable skills. Self- and peer-evaluation also enables reflection and improvement in performance. I believe PBL prepares us to become self-motivated learners and ultimately competent dentists capable of handling diverse clinical situations.
Melissa Fok, BDS V
Thanks to the PBL curriculum so far, I’ve learnt to study independently and discover various learning resources, which are useful life-long skills. In PBL tutorials, I especially enjoy sharing the new knowledge gained and discussing problems that arose during the private study session.
Candy Ma, BDS 2013
PBL allows me to integrate what has been learnt into exploring a wider range of possibilities. This no doubt enriches my knowledge and lays a solid foundation for life-long professional development as a future dentist.
Dr Bill ML Tsang, BDS 2012
Problem-based learning in the BDS programme at the HKU Faculty of Dentistry has equipped me to be a self-motivated life-long learner. It has made learning a habit, which is very important for dentists to be able to improve the quality of patient care in this quickly advancing dental world.
Dr Keith MY Leung, BDS 2011
It was difficult to adapt to PBL techniques at the beginning and it took more time to study than traditional learning methods. However, I found it useful when I got used to it. Through PBL, I learnt how to find different resources and analyse information critically. This is very useful today when I encounter problems.
Dr Anna ON Sia, BDS 2011
Our Faculty’s PBL system is very different from the traditional learning system at secondary school. It took time to adapt to the new system. But once I got used to it, it was useful during the 5 years of BDS life, and it will also be useful for my whole life. The PBL system has trained me to be a life-long learner, so I’m now able to face everyday challenges and maintain my competency in the dental profession.
Dr Calvin WK So, BDS 2010
Dr Iris C Kei, BDS 2010
“I now realise how much PBL helps with my career. PBL has definitely improved my problem-solving and critical thinking skills during daily clinical practice. When I come across something problematic, I brainstorm, gather information, discuss with colleagues, and reach possible solutions, just like in the BDS. PBL is really a useful life-long skill.”
Dr Elisa SY Siu, BDS 2010
“Through PBL, I learnt how to ask meaningful questions, to solve complex problems, and to analyse information critically. The group discussions and flexibility of PBL allowed us to share different viewpoints and learn more about topics that especially interested us. The process was challenging at first, but it was definitely rewarding.”
Dr Connie PY Ling, BDS 2010
Dr Ian Lai, BDS 2009
“One of the best things about PBL is that our knowledge retention was increased. This is because PBL is student-centred. During the BDS programme, we had to actively search, analyse, and discuss new information. This process actually helped us consolidate our knowledge. PBL was challenging at first but after putting effort into it, we eventually noticed its benefits.”
Dr Karen KY Yung, BDS 2009
Through the BDS degree, I acquired the knowledge that is essential to my career and also developed confidence in both my professional and interpersonal skills. In addition, the programme trained me in critical thinking, which is very helpful in my clinical practice and when I need to make precise decisions.
Dr Flora WL Chan, BDS 2009
The BDS clinical sessions and public health projects equipped me with essential skills in patient management and communication, and provided me with an understanding of the real needs of the public. The problem-based learning aspects of the degree especially broadened my knowledge and boosted self-motivation, which is crucial in this rapidly changing world.
Dr Stephanie ST Fong, BDS 2009
Dentists are perhaps unique, in that we have a role as health care workers as well as cosmeticians, and it’s most rewarding that we can improve patients’ quality of life by restoring function while improving aesthetics. The BDS programme gave me the required knowledge base to do this, and problem-based learning prepared me to face wide-ranging clinical challenges in dental practice.
Dr Daniel MC Lau, BDS 2009
When I was small, I dreamt of being a health care professional and wanted to serve the public with my knowledge and skills. The BDS programme has made my dream come true and has equipped and trained me to help and manage patients well. Being a dentist is never an easy task. Yet, I am happy and proud to become a member of the dental family at the HKU Faculty of Dentistry.
Dr Lai-in Ho, BDS 2008
Dentistry has always had a strong impact on me, both in terms of being mentally challenging, and also as a ‘hands-on’ profession. The BDS programme has prepared me well for the challenges of being a dentist. On top of clinical training, problem-based learning (PBL) has enabled me to develop a host of transferable skills for life-long learning, particularly self-study, communication, group work, and organisation.
Dr Mei-man Chong, BDS 2008
Throughout the BDS degree, we were trained to become self-directed learners and critical thinkers. PBL is totally different from our traditional school education system. We have to identify what we need to learn and then integrate existing knowledge with clinical scenarios. This definitely helps a lot in the real-world clinical setting.
Dr Ting-fung Li, BDS 2008
The 5 years of the BDS programme have equipped us with a solid foundation of clinical and patient management skills. In addition, the unique PBL system has trained us to be critical thinkers and motivated learners, allowing us to make decisions that best suit our patients in our daily practice. It also emphasises life-long learning, which is indispensable for our professional development.
Dr Ki Hon, BDS 2008