title: Prospective measurement of a problem-based learning course sequence.
abstract: OBJECTIVE
  To measure the effect, over time, of a 2-year problem-based learning (PBL) sequence on the skills, knowledge, and abilities it was designed to develop and enhance.
  
  
  METHODS
  At the start of each PBL semester, students were provided a "work sample" case with a main medical issue not previously covered in the curriculum. A standardized form containing 6 sections (hypotheses, learning issues to investigate, how hypotheses ruled in/out, primary-problem identification, plan, and goals of plan) was completed for each case. To rate student performance, investigators used a standardized form with 5-point Likert scale.
  
  
  RESULTS
  Sixty-seven students who completed 4 assessments were included in data analyses. Scores significantly improved for each semester compared with baseline. Minimal significant differences were observed among semesters 2, 3, and 4.
  
  
  CONCLUSIONS
  The 2-year PBL sequence improved students' performance compared with baseline, but the performance ceiling observed in our study requires further investigation.
authors.affiliation: Wingate University School of Pharmacy, 515 N. Main St., Wingate, NC 28174, USA.
authors.forename: Christian R
authors.initials: CR
authors.lastname: Dolder
authors.forename: Jacqueline L
authors.initials: JL
authors.lastname: Olin
authors.forename: Gregory L
authors.initials: GL
authors.lastname: Alston
mesh_terms: D002983:Clinical Competence; D003479:Curriculum; D004512:Education, Pharmacy / Q000379:methods*; D004521:Educational Measurement; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D018794:Problem-Based Learning; D011446:Prospective Studies; D013339:Students, Pharmacy