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Integration of problem-based learning and innovative technology into a self-care course
1School of Pharmacy, Duquesne University, 600 Forbes Ave., Pittsburgh, PA 15282, USA. mcfalls@duq.edu
Objective:
To assess the integration of problem-based learning and technology into a self-care course.
Design:
Problem-based learning (PBL) activities were developed and implemented in place of lectures in a self-care course. Students used technology, such as computer-generated virtual patients and iPads, during the PBL sessions.
Assessments:
Students' scores on post-case quizzes were higher than on pre-case quizzes used to assess baseline knowledge. Student satisfaction with problem-based learning and the use of technology in the course remained consistent throughout the semester.
Conclusion:
Integrating problem-based learning and technology into a self-care course enabled students to become active learners.
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