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Cited by 1Problem and Project Based LearningInnovations in Medical EducationDental Education, Practice, Research

Learner agency in a problem-based learning curriculum: A qualitative study on perspectives of undergraduate dental students

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Gupta, Nidhi, Sunil, Sruthi, Ali, Kamran, Fink, Trine, Du, Xiangyun·2026·PLOS One
DOI 10.1371/journal.pone.0346079PMC PMC13020853
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Abstract

Learner agency (LA), a student’s ability to take ownership of their learning and make purposeful decisions, is increasingly recognized as a critical competency in preparing adaptable healthcare professionals. While LA has been explored in general education, its development within dental education, particularly in the context of problem-based learning (PBL), remains underexplored. This qualitative study investigated undergraduate dental students’ perceptions of how a PBL curriculum supports the development of LA. Using purposive sampling, Year 2 and 3 students enrolled in a PBL-based dental program were invited to participate in focus group discussions conducted between September 2024 and March 2025. Four audio-recorded sessions were transcribed verbatim and analyzed thematically using a combined deductive-inductive approach with MAXQDA software. Twenty-two students participated in the study. Findings revealed that PBL supported key elements of LA, including enhanced motivation, self-efficacy, knowledge acquisition, goal setting, and reflective practices. Peer collaboration and facilitator guidance were identified as important enablers. However, challenges such as workload intensity, time management difficulties, and uneven peer participation were perceived as barriers to fully exercising agency. Overall, participants viewed PBL as a valuable foundation for fostering LA in dental education. Addressing structural and contextual barriers may further optimize its impact and better support the development of autonomous, self-regulated learners.

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  • Adult learning scholarship in medical education emphasises the growing role of learner agency, experience, application to authentic problems, and the shared responsibility of learners, educators, and institutions for creating conditions in which meaningful learning can occur.

    “Adult learning scholarship in medical education emphasises the growing role of learner agency, experience, application to authentic problems, and the shared responsibility of learners, educators, and institutions for creating conditions in which meaningful learning can occur (Taylor & Hamdy, 2013; Gupta et al., 2026).”

    From Between Co-Intelligence and Cognitive Offloading: Educators’ Perspectives from Dutch Academic Medical Settings on Generative AI, Critical Thinking, and Adult Professional Learning (2026) · cites this paper as Gupta et al., 2026

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Authors
Gupta, N., Sunil, S., Ali, K., Fink, T., & Du, X.
Affiliations
  • Aalborg Centre for Problem Based Learning in Engineering Science and Sustainability (DK)
  • Qatar University (QA)
  • Aalborg University (DK)
Corresponding author
Gupta, Nidhi
ORCID
Venue
PLOS One
Publisher
Public Library of Science (PLoS)
Published
2026-03-26
Volume
21
Issue
3
Pages
e0346079
ISSN
1932-6203 (ISSN-L)
DOI
10.1371/journal.pone.0346079
PMC
PMC13020853
OpenAlex
W7140369239
Cited by
1
References
42
Citations by year
2026: 1
FWCI
20.73
Type
journal article
Language
en
Open access
Licence
Locations
  • PLoS ONE (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • PubMed Central (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
  • VBN Forskningsportal (Aalborg Universitet) (submittedVersion, cc-by)
  • Qatar University QSpace (Qatar University) (submittedVersion)
Topics
  • Social Sciences › Education › Problem and Project Based Learning
  • Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
  • Health Sciences › Health Professions › General Health Professions › Dental Education, Practice, Research
Keywords
learner agency, problem-based learning, dental education, undergraduate dental students, student perceptions, student self-regulation, motivation, self-efficacy, peer collaboration, workload, time management, reflective practice, goal setting
MeSH terms
Adult, Curriculum, Education, Dental, Female, Humans, Male, Motivation, Students, Dental, Focus Groups, Problem-Based Learning, Self Efficacy, Qualitative Research, Young Adult

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