The effect of problem-based learning on improving problem-solving, self-directed learning, and critical thinking...

Area of Science:

• Medical Education
• Pharmacy Education

Background:

• Traditional lecture-based learning (LBL) is a common method in pharmaceutical education.
• There is a need to evaluate innovative teaching strategies like problem-based learning (PBL) for improving student skills.

Purpose of the Study:

• To assess the impact of PBL on problem-solving, self-directed learning, and critical thinking in pharmacy students.
• To compare PBL with LBL through a randomized controlled trial (RCT) and meta-analysis of RCTs.

Main Methods:

• An RCT involving 57 pharmacy students comparing PBL and LBL groups.
• A meta-analysis of 8 eligible studies with 1819 participants.
• Data analysis using the 'metafor' package in R software.

Main Results:

• PBL group showed significantly higher scores in problem-solving, self-directed learning, and communication skills.
• Critical thinking and final exam grades were higher in the PBL group compared to the LBL group.
• Meta-analysis confirmed PBL's effectiveness in improving problem-solving (SMD = 1.12) and self-directed learning (SMD = 1.55), but not final exam scores.

Conclusions:

• Problem-based learning (PBL) is an effective pedagogical strategy for pharmacy students.
• PBL positively influences critical thinking, problem-solving, and self-directed learning.
• Further research may explore PBL's impact on objective measures like final exam scores.