OBJECTIVE: To evaluate the efficacy of faculty-led problem-based learning (PBL) vs online simulated-patient case in fourth-year (P4) pharmacy students. DESIGN:Fourth-year pharmacy students were randomly assigned to participate in either online branched-case learning using a virtual simulation platform or a small-group discussion. Preexperience and postexperience student assessments and a survey instrument were completed. EVALUATION: While there were no significant differences in the preexperience test scores between the groups, there was a significant increase in scores in both the virtual-patient group and the PBL group between the preexperience and postexperience tests. The PBL group had higher postexperience test scores (74.8±11.7) than did the virtual-patient group (66.5±13.6) (p=0.001). CONCLUSION: The PBL method demonstrated significantly greater improvement in postexperience test scores than did the virtual-patient method. Both were successful learning methods, suggesting that a diverse approach to simulated patient cases may reach more student learning styles.
RCT Entities:
OBJECTIVE: To evaluate the efficacy of faculty-led problem-based learning (PBL) vs online simulated-patient case in fourth-year (P4) pharmacy students. DESIGN: Fourth-year pharmacy students were randomly assigned to participate in either online branched-case learning using a virtual simulation platform or a small-group discussion. Preexperience and postexperience student assessments and a survey instrument were completed. EVALUATION: While there were no significant differences in the preexperience test scores between the groups, there was a significant increase in scores in both the virtual-patient group and the PBL group between the preexperience and postexperience tests. The PBL group had higher postexperience test scores (74.8±11.7) than did the virtual-patient group (66.5±13.6) (p=0.001). CONCLUSION: The PBL method demonstrated significantly greater improvement in postexperience test scores than did the virtual-patient method. Both were successful learning methods, suggesting that a diverse approach to simulated patient cases may reach more student learning styles.
Authors: Lindsay B Curtin; Laura A Finn; Quinn A Czosnowski; Craig B Whitman; Michael J Cawley Journal: Am J Pharm Educ Date: 2011-08-10 Impact factor: 2.047
Authors: Randolph H Steadman; Wendy C Coates; Yue Ming Huang; Rima Matevosian; Baxter R Larmon; Lynne McCullough; Danit Ariel Journal: Crit Care Med Date: 2006-01 Impact factor: 7.598
Authors: Vincent C Dennis; Dianne W May; Tina J Kanmaz; Shannon L Reidt; Michelle L Serres; Heather D Edwards Journal: Am J Pharm Educ Date: 2016-09-25 Impact factor: 2.047
Authors: Ghazwa B Korayem; Omar A Alshaya; Sawsan M Kurdi; Lina I Alnajjar; Aisha F Badr; Amjaad Alfahed; Ameera Cluntun Journal: Adv Med Educ Pract Date: 2022-07-01
Authors: Lorainne Tudor Car; Bhone Myint Kyaw; Gerard Dunleavy; Neil A Smart; Monika Semwal; Jerome I Rotgans; Naomi Low-Beer; James Campbell Journal: J Med Internet Res Date: 2019-02-28 Impact factor: 5.428