OBJECTIVES: To assess the effectiveness of assisted problem-based learning (PBL) compared to a didactic approach in a pharmaceutics course. DESIGN: Data were collected over 7 offerings of the course. In the first half of the semester about half of the students (PBL1) learned in a PBL format while the other students (PBL2) received didactic lectures. In the second half of the semester, the teaching methods were reversed. ASSESSMENT: Performance on the midterm examination and a comprehensive final examination was used to assess the effect of PBL. Over the 7-year period, PBL1 students scored significantly higher on the midterm examinations. Scores on the final examinations did not differ significantly, but PBL2 students had a higher mean score on questions based on material from the second half of the semester. CONCLUSIONS: PBL produced a short-term (weeks) improvement in learning and our results suggest that the effect may persist in the medium term (months).
OBJECTIVES: To assess the effectiveness of assisted problem-based learning (PBL) compared to a didactic approach in a pharmaceutics course. DESIGN: Data were collected over 7 offerings of the course. In the first half of the semester about half of the students (PBL1) learned in a PBL format while the other students (PBL2) received didactic lectures. In the second half of the semester, the teaching methods were reversed. ASSESSMENT: Performance on the midterm examination and a comprehensive final examination was used to assess the effect of PBL. Over the 7-year period, PBL1 students scored significantly higher on the midterm examinations. Scores on the final examinations did not differ significantly, but PBL2 students had a higher mean score on questions based on material from the second half of the semester. CONCLUSIONS: PBL produced a short-term (weeks) improvement in learning and our results suggest that the effect may persist in the medium term (months).
Authors: Brenda L Gleason; Michael J Peeters; Beth H Resman-Targoff; Samantha Karr; Sarah McBane; Kristi Kelley; Tyan Thomas; Tina H Denetclaw Journal: Am J Pharm Educ Date: 2011-11-10 Impact factor: 2.047
Authors: Francine D Salinitri; Mary Beth O'Connell; Candice L Garwood; Victoria Tutag Lehr; Karina Abdallah Journal: Am J Pharm Educ Date: 2012-04-10 Impact factor: 2.047
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Authors: Haihong Xue; Jihong Qian; Lianwen Wang; Xiaojun Yuan; Yi Chen; Weilan Wu; Yan Chen; Kun Sun Journal: PLoS One Date: 2013-05-07 Impact factor: 3.240