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Related Experiment Video

Updated: Nov 21, 2025

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Incorporating verbal defense into problem-based learning.

Christopher Giuliano¹, Amber Lanae Martirosov¹, Melissa Lipari¹

¹Department of Pharmacy Practice, Wayne State University Eugene Applebaum College of Pharmacy and Health Sciences, Detroit, MI, United States.

Currents in Pharmacy Teaching & Learning

|January 17, 2021

Summary

Modifying the problem solution phase in problem-based learning (PBL) did not affect student motivation or learning strategies. Both written and verbal defense formats showed similar outcomes in PBL pedagogy.

Keywords:

PBL Pharmacy Problem-based learning Students, pharmacy

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Area of Science:

Pharmacy Education
Pedagogical Research

Background:

Problem-based learning (PBL) is a constructivist educational approach.
The solution reporting phase is a critical component of PBL.

Purpose of the Study:

To evaluate the impact of altering the solution reporting phase in PBL.
To determine if a shift from written to verbal defense affects student motivation and learning strategies.

Main Methods:

A PBL course for third-year pharmacy students was modified.
Students were divided into written and verbal defense groups for problem solutions.
The Motivated Strategies for Learning Questionnaire (MSLQ) assessed motivation and learning strategies.
Exam scores and focus group themes were also analyzed.

Main Results:

No significant differences were found in the change of motivation or learning domains between the written and verbal defense groups.
Both groups demonstrated significant improvements in motivation and learning from the beginning to the end of the semester.
Exam scores and facilitator confidence remained consistent across both groups.

Conclusions:

Adjusting the solution reporting format within PBL, such as from written to verbal defense, does not appear to impact student motivation or learning.
Improvements in motivation and learning were observed in both PBL groups over the semester, irrespective of the solution reporting method.