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A quantitative assessment of a medicinal chemistry problem-based learning sequence
Andrew A Webster1, Robert M Riggs
1McWhorter School of Pharmacy, Samford University, Birmingham, AL 35229, USA. aawebste@samford.edu
Objectives:
To establish an aggressive problem-based learning (PBL) format for the medicinal chemistry course and assess the outcomes of student learning.
Methods:
To assess learning in the new format, precourse and postcourse examinations were given to students enrolled before and after problem-based learning was implemented, and appropriate statistical analyses were conducted.
Results:
The PBL cohort did not learn the same amount of factual content yet performed the same on higher-order thought questions as the non-PBL cohort.
Conclusions:
Problem-based learning may not be the ideal method for teaching medicinal chemistry. This may be due to several factors including: student learning type, the lack of a cognitive framework for learning in the basic sciences, and time constraints.
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