title: Comparison of problem-and lecture-based pharmacology teaching.
abstract: Problem-based learning (PBL) is gaining interest in many medical schools. Although various approaches have been labelled PBL, it remains unclear which approach is most appropriate for pharmacology courses. Moreover, some teachers remain sceptical about whether PBL is adequate to convey the numerous facts medical students need to memorize about drugs. However, comparisons of PBL methods with conventional lecture-based learning (LBL) methods within general pharmacology courses for medical students show that PBL students are at least as successful in standardized tests but enjoy their course to a greater extent than do LBL students.
authors.affiliation: Depts of Medicine and Pharmacology, Universitätsklinikum Essen, Hufelandstr. 55, 45122, Essen, Germany. martin.michel@uni-essen.de
authors.forename: Martin C
authors.initials: MC
authors.lastname: Michel
authors.forename: Angela
authors.initials: A
authors.lastname: Bischoff
authors.forename: Karl H
authors.initials: KH
authors.lastname: Jakobs
mesh_terms: D004501:Education, Medical / Q000379:methods*; D006801:Humans; D010600:Pharmacology / Q000193:education* / Q000379:methods* / Q000639:trends; D018794:Problem-Based Learning / Q000379:methods* / Q000639:trends; D013337:Students, Medical / Q000523:psychology