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Updated: Dec 4, 2025

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Impact of a problem-based learning elective on performance in non-problem-based learning required courses.

Laura H Waite1, Michael A Smith2, Thaddeus P McGiness3

  • 1Philadelphia College of Pharmacy, University of the Sciences, 600 S. 43(rd) Street, Griffith Hall 108C, Philadelphia, PA 19104, United States.

Currents in Pharmacy Teaching & Learning
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Summary
This summary is machine-generated.

Problem-based learning (PBL) improved student performance in simultaneous critical thinking courses. However, PBL did not significantly impact performance in subsequent non-PBL courses, suggesting context-dependent benefits for health professions education.

Keywords:
Active learningCritical thinkingProblem-based learningTherapeutics

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Area of Science:

  • Health Professions Education
  • Medical Education Research
  • Educational Psychology

Background:

  • Limited data exists on problem-based learning (PBL) benefits beyond PBL-formatted courses.
  • Existing research primarily focuses on improved exam performance and problem-solving confidence within PBL-converted courses.

Purpose of the Study:

  • To evaluate the impact of a PBL elective on student performance in simultaneous and subsequent non-PBL critical thinking courses.
  • To assess if PBL participation enhances clinical reasoning skills in health professions students.

Main Methods:

  • Retrospective cohort study comparing second and third-year professional students.
  • Analysis of academic performance in pharmacotherapeutics and case studies/laboratory courses.
  • Comparison between students who completed a PBL elective and those who did not.

Main Results:

  • PBL students showed significantly better performance in simultaneous non-PBL courses.
  • No significant difference in performance was observed in subsequent non-PBL courses between PBL and non-PBL groups.
  • Aggregate analysis masked striking differences within individual student cohorts.

Conclusions:

  • PBL positively influences performance in concurrent critical thinking, non-PBL courses.
  • The aggregate data did not reveal a sustained benefit in subsequent non-PBL courses.
  • Further research is needed to understand the broader impact of PBL on advanced clinical reasoning in diverse educational settings.