Quantitative assessment of assisted problem-based learning in a pharmaceutics course.
OBJECTIVE
To assess the effectiveness of assisted problem-based learning (PBL) compared to a didactic approach in a pharmaceutics course.


METHODS
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.


RESULTS
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).
Romero
Rebecca M
RM
School of Pharmacy, University of Southern California, Los Angeles, CA 90089-9121, USA.
Eriksen
Stuart P
SP
Haworth
Ian S
IS
D003479:Curriculum; D004512:Education, Pharmacy / Q000458:organization & administration* / Q000592:standards*; D004521:Educational Measurement; D006801:Humans; D010600:Pharmacology / Q000193:education*; D018794:Problem-Based Learning / Q000458:organization & administration* / Q000592:standards*; D011380:Programmed Instructions as Topic; D013339:Students, Pharmacy; D013663:Teaching