Problem-based learning (PBL) is a method of teaching and learning which is widely used in the education of medical students [ 1, 2].
The curriculum of College of Dentistry consists of teaching and learning methods with a strong emphasis on critical problem solving and problem based learning using the multimedia and internet as learning information resources, together with practical simulation and clinical training [ 7].
These responses include both LAs' definitions of teaching and learning.
These practices reflect a transmissionist model of teaching and learning.
In recent years, several papers on the use of teaching and learning strategies in medical education have been published that include case-based teaching [ 2], web-based teaching [ 3], didactic learning, and problem-based learning (PBL) [ 4, 5].
Hearing handicapped children are acknowledged to have problems for teaching and learning.
Although PBL may take various forms in different institutions, it is generally built on the following principles: relevant, authentic problems form the basis of teaching and learning; students as the central players and active seekers of knowledge; and learning through collaboration and discussions [ 2].
There is a variety of teaching and learning opportunities provided including case-based small group, small group tutorials, problem based tutorial practical classes, clinical skills and laboratory training, self directed learning, web based, e-learning, interactive seminars and lectures.
The process orientation of teaching and learning is highly valued.
The PBL method [ 10] of teaching and learning was viewed as a means through which social accountability is realized as students learnt through real life problems and hopefully mastered the skills of problem solving thereby becoming lifelong learners.
