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Quantitative assessment of assisted problem-based learning in a pharmaceutics course.
Rebecca M Romero1, Stuart P Eriksen, Ian S Haworth
1School of Pharmacy, University of Southern California, Los Angeles, CA 90089-9121, USA.
American Journal of Pharmaceutical Education
|June 30, 2010
Summary
Assisted problem-based learning (PBL) improved student performance on midterm exams in a pharmaceutics course compared to didactic lectures. This learning method showed a short-term boost in comprehension, potentially lasting for months.
Area of Science:
- Pharmaceutical education
- Medical pedagogy
Background:
- Traditional didactic lectures are a common teaching method in pharmaceutics.
- Problem-based learning (PBL) offers an alternative pedagogical approach.
Purpose of the Study:
- To compare the effectiveness of assisted problem-based learning (PBL) against a didactic approach in a pharmaceutics course.
- To evaluate the impact of different teaching methodologies on student learning outcomes.
Main Methods:
- The study involved 7 course offerings, with students alternating between PBL and didactic formats each semester.
- Student performance was assessed using midterm and comprehensive final examinations.
Main Results:
- Students in the PBL format (PBL1) achieved significantly higher scores on midterm examinations.
- No significant difference in final examination scores was observed overall.
- Students in the PBL format for the second half of the semester (PBL2) scored higher on material from that period.
Conclusions:
- Assisted problem-based learning (PBL) demonstrated a short-term enhancement in student learning.
- The positive effects of PBL on learning may extend into the medium term (months).
- PBL shows promise as an effective teaching strategy in pharmaceutics education.
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