A model for small-group problem-based learning in a large class facilitated by one instructor.

Area of Science:

• Pharmacy Education
• Pedagogical Innovation

Background:

• Traditional Problem-Based Learning (PBL) models often require significant faculty resources, posing challenges for large class sizes.
• Implementing effective pedagogical strategies in large-scale higher education settings is crucial for student engagement and learning outcomes.

Purpose of the Study:

• To design and assess a scalable Problem-Based Learning (PBL) model for large pharmacy classes.
• To determine if a single instructor can effectively facilitate PBL for multiple student teams.
• To evaluate the impact of this PBL model on student learning, engagement, and university costs.

Main Methods:

• A modified PBL approach was implemented in the final year of a pharmacy program.
• The model incorporated weekly assignments, quizzes, peer feedback, and case wrap-up sessions.
• One instructor facilitated PBL for up to 16 student teams in a large classroom setting.

Main Results:

• Student performance on multiple-choice exams indicated successful achievement of learning objectives.
• Course evaluations revealed high student satisfaction and engagement with the PBL model.
• The implemented PBL model resulted in a cost saving of $42,000 per term.

Conclusions:

• A revised PBL model, without individual tutors, enabled students to meet learning outcomes effectively.
• The model fostered an interactive and engaging learning environment while avoiding scheduling conflicts.
• This approach offers a cost-effective and efficient solution for delivering PBL in large university classes.