Using Problem-Based Learning in a Chemistry Practical Class for Pharmacy Students and Engaging Them with Feedback.

Area of Science:

• Medicinal Chemistry Education
• Pharmacy Student Training
• Problem-Based Learning (PBL)

Background:

• Traditional medicinal chemistry practicals often lack engagement.
• Need for developing health-care professional skills in early education.
• Integrating active learning strategies is crucial for pharmacy curricula.

Purpose of the Study:

• To implement and evaluate a novel problem-based learning (PBL) approach in a medicinal chemistry practical class.
• To adapt PBL for a large cohort of undergraduate pharmacy students.
• To foster essential skills for future health-care professionals.

Main Methods:

• Small group independent study (4-5 students) designing their own practical work.
• Incorporation of professional standards and guided feedback.
• Assessment through documentation (certificate of analysis), peer assessment, and final examination.

Main Results:

• The PBL approach was successfully implemented for 150 students.
• Detailed marking schemes provided timely feedback to students.
• Student engagement with feedback was critical for success in the practical.

Conclusions:

• The novel PBL chemistry laboratory course effectively encouraged self-reflective learning.
• Students reported positive engagement and enjoyment in the challenging learning experience.
• The course successfully promoted essential skills vital for health-care professionals.