OBJECTIVE: To introduce a new approach to problem-based learning (PBL) used in a medicinal chemistry practical class for pharmacy students. DESIGN: The chemistry practical class was based on independent studies by small groups of undergraduate students (4-5), who designed their own practical work, taking relevant professional standards into account. Students were guided by feedback and acquired a set of skills important for health-care professionals. The model was tailored to the application of PBL in a chemistry practical class setting for a large student cohort (150 students). The achievement of learning outcomes was based on the submission of relevant documentation, including a certificate of analysis, in addition to peer assessment. Some of the learning outcomes also were assessed in the final written examination. ASSESSMENT: The practical was assessed at several time points using detailed marking schemes in order to provide the students with feedback. Students were required to engage with the feedback to succeed in the practical. CONCLUSION: A novel PBL chemistry laboratory course for pharmacy students was successful in that self-reflective learning and engagement with feedback were encouraged, and students enjoyed the challenging learning experience. Essential skills for health-care professionals were also promoted.
OBJECTIVE: To introduce a new approach to problem-based learning (PBL) used in a medicinal chemistry practical class for pharmacy students. DESIGN: The chemistry practical class was based on independent studies by small groups of undergraduate students (4-5), who designed their own practical work, taking relevant professional standards into account. Students were guided by feedback and acquired a set of skills important for health-care professionals. The model was tailored to the application of PBL in a chemistry practical class setting for a large student cohort (150 students). The achievement of learning outcomes was based on the submission of relevant documentation, including a certificate of analysis, in addition to peer assessment. Some of the learning outcomes also were assessed in the final written examination. ASSESSMENT: The practical was assessed at several time points using detailed marking schemes in order to provide the students with feedback. Students were required to engage with the feedback to succeed in the practical. CONCLUSION: A novel PBL chemistry laboratory course for pharmacy students was successful in that self-reflective learning and engagement with feedback were encouraged, and students enjoyed the challenging learning experience. Essential skills for health-care professionals were also promoted.
Authors: Leigh Ann Ross; Brian L Crabtree; Gary D Theilman; Brendan S Ross; John D Cleary; H Joseph Byrd Journal: Am J Pharm Educ Date: 2007-02-15 Impact factor: 2.047