A comparison of student outcomes following problem-based learning instruction versus traditional lecture learning in a graduate pharmacology course.
OBJECTIVE
To determine if there would be a difference in students' performance and level of satisfaction when taught pharmacology in a problem-based learning format as compared to traditional lecture format.


METHODS
Control (n = 12) and experimental (n = 10) group means for middle-of-term examinations, final examinations, end-of-course numerical averages, and numerical scores of satisfaction were analyzed with a t test for statistically significant differences.


CONCLUSIONS
There was no significant difference between groups for any of the items measured, suggesting that problem-based learning and traditional lecture format may be equally effective course delivery methods. Replication with a larger sample is recommended.


CONCLUSIONS
The small sample size precludes generalizing results to the entire population, but outcomes of this pilot study suggest that problem-based learning may be at least as effective as traditional lecture and should be explored in larger studies.
University of Nevada at Las Vegas, USA. sally.miller@ccmail.nevada.edu
Sally K
SK
Miller
D001291:Attitude of Health Personnel; D003479:Curriculum / Q000592:standards; D004511:Education, Nursing, Graduate / Q000379:methods* / Q000592:standards; D004521:Educational Measurement; D017408:Guidelines as Topic; D006801:Humans; D017145:Models, Educational; D009511:New England; D009720:Nurse Clinicians / Q000193:education*; D009722:Nurse Practitioners / Q000193:education*; D015402:Nursing Education Research; D010600:Pharmacology / Q000193:education*; D010865:Pilot Projects; D018794:Problem-Based Learning / Q000379:methods* / Q000592:standards; D015397:Program Evaluation; D018401:Sample Size; D013338:Students, Nursing / Q000523:psychology; D013663:Teaching / Q000379:methods / Q000592:standards