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Exploring a Problem-Based Learning Approach in Pharmaceutics.

Barbara McKenzie1, Alyson Brown2

  • 1School of Pharmacy and Life Sciences, Robert Gordon University, Aberdeen, Scotland AB10 7GJ, UK. b.mckenzie1@rgu.ac.uk.

Pharmacy (Basel, Switzerland)
|October 4, 2017
PubMed
Summary
This summary is machine-generated.

Introducing Problem-Based Learning (PBL) in a Master of Pharmacy program improved deep learning and student independence. The study found a 12% increase in exam pass rates after PBL implementation.

Keywords:
deep learningpharmaceuticspharmacyproblem-based learning

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Area of Science:

  • Pharmacy Education
  • Curriculum Development
  • Pedagogical Innovation

Background:

  • Traditional pharmaceutics teaching may not fully foster deep and independent learning.
  • Master of Pharmacy programs seek innovative methods to enhance student engagement and future practice readiness.

Purpose of the Study:

  • To evaluate the impact of implementing a Problem-Based Learning (PBL) approach in a second-year pharmaceutics module.
  • To assess PBL's effectiveness in promoting deep learning and independent learning skills among Master of Pharmacy students.

Main Methods:

  • Qualitative data collected via semi-structured student interviews and staff focus groups.
  • Thematic analysis employed for interview and focus group data after reaching data saturation.
  • Analysis of examination pass-rate statistics.

Main Results:

  • Five key themes emerged from student feedback: module structure, lifelong learning, integration with future practice, outcomes, and student experience.
  • A 12% improvement in the third-year exam pass rate was observed in the year following the introduction of PBL in the second year.

Conclusions:

  • Recommendations for module enhancement include improved feedback, adjusted directed study volume, and clearer links between pharmaceutics and the pharmacy degree.
  • Further long-term review is necessary to fully ascertain the implications of PBL in this pharmacy curriculum.