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Implementation and refinement of a problem-based learning model: a ten-year experience.

Leigh Ann Ross1, Brian L Crabtree, Gary D Theilman

  • 1School of Pharmacy, University of Mississippi, Washington, DC 20002, USA. laross@pharmacy.umsmed.edu

American Journal of Pharmaceutical Education
|April 13, 2007
PubMed
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Problem-based learning (PBL) in pharmacy education enhanced student acceptance through active learning and curricular input, despite initial resource challenges. This model fostered practical benefits and student engagement over a decade.

Area of Science:

  • Pharmacy Education
  • Medical Pedagogy

Background:

  • Transitioned from faculty-centered to student-centered learning in pharmacy curriculum.
  • Reduced didactic lectures, emphasizing small group discussions and faculty facilitation.

Purpose of the Study:

  • Evaluate the effectiveness of a problem-based learning (PBL) model.
  • Assess student and faculty experiences with the PBL curriculum over 10 years.

Main Methods:

  • Reoriented the third-professional year curriculum to a student-centered approach.
  • Assessed students on group participation, content knowledge, and problem-solving skills.
  • Solicited faculty and student input for continuous program improvement.

Main Results:

  • Identified areas for improvement: clearer objectives, peer review, refined assessments, and remediation.

Related Experiment Videos

  • Recommended weekly case conferences led by content experts.
  • Gathered ongoing feedback from graduates, faculty, and accreditation reviews.

    • Conclusions:

    • Student acceptance of PBL hinged on recognizing active learning benefits and valuing their input.
    • Initial challenges related to personnel and space were manageable.
    • The PBL model demonstrated long-term viability and effectiveness in pharmacy education.