Effectiveness of problem-based learning in Chinese pharmacy education: a meta-analysis

Area of Science:

• Pharmacy Education
• Pedagogical Research

Background:

• Problem-based learning (PBL) is underutilized in Chinese pharmacy programs.
• Existing research on PBL effectiveness in China is primarily in Chinese, limiting international access.
• A meta-analysis was conducted to assess PBL's impact on pharmaceutical education outcomes.

Purpose of the Study:

• To critically review and synthesize the effectiveness of problem-based learning (PBL) in Chinese pharmacy education.
• To provide an accessible overview for international researchers regarding PBL's impact.
• To compare PBL with traditional teaching methods.

Main Methods:

• A systematic search of relevant databases was performed.
• Sixteen randomized controlled trials (RCTs) were included in the meta-analysis.
• Data extraction and analysis were conducted independently by two reviewers using Revman 5.3 software.

Main Results:

• PBL demonstrated a significant positive association with higher theoretical scores (SMD = 1.17, P < 0.00001).
• Questionnaire data indicated PBL superiority over conventional methods in enhancing learning interest, analytical skills, knowledge breadth, self-study, teamwork, and oral expression.
• PBL positively impacts multiple facets of student learning and development.

Conclusions:

• PBL pedagogy is more effective than traditional lecture-based teaching in Chinese pharmacy education.
• PBL offers a valuable supplementary teaching approach for pharmaceutical programs in China.
• Curriculum adaptation is recommended to maximize PBL's effectiveness in diverse educational contexts.