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Problem-based learning in pharmaceutical education: a systematic review and meta-analysis.

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Problem-based learning (PBL) significantly improves pharmacy students' academic performance on midterm and final exams compared to traditional methods. This educational approach enhances knowledge acquisition in pharmaceutical education.

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Area of Science:

  • Medical Education
  • Pharmacy Education

Background:

  • Traditional learning methods in pharmacy education may not fully optimize student knowledge acquisition.
  • Problem-based learning (PBL) offers an alternative pedagogical approach.

Purpose of the Study:

  • To evaluate the impact of problem-based learning (PBL) on the academic achievements of pharmacy students.
  • To compare learning outcomes between PBL and traditional learning in pharmacy courses.

Main Methods:

  • A systematic review and meta-analysis of controlled studies comparing PBL with traditional learning in pharmacy.
  • Data extraction and quality assessment by two independent researchers.
  • Random effects model used for meta-analyses of examination outcomes.

Main Results:

  • PBL students demonstrated superior performance on midterm examinations (OR = 1.46; 95% CI: 1.16, 1.89).
  • PBL students also achieved higher scores on final examinations (OR = 1.60; 95% CI: 1.06, 2.43).
  • No significant differences were observed in subjective evaluations between PBL and traditional learning groups.

Conclusions:

  • Problem-based learning demonstrably enhances the knowledge base of pharmacy students.
  • Pharmaceutical education programs should consider the integration of PBL to improve learning outcomes.