Problem-based learning in pharmaceutical education: a systematic review and meta-analysis.
OBJECTIVE
To assess the effects of problem-based learning (PBL) on the learning achievements of pharmacy students.


METHODS
We searched for controlled studies that compared PBL to traditional learning in pharmacy courses (graduate and undergraduate) in the major literature databases up to January 2014. Two independent researchers selected the studies, extracted the data, and assessed the quality of the studies. Meta-analyses of the outcomes were performed using a random effects model.


RESULTS
From 1,988 retrieved records, five were included in present review. The studies assessed students' impressions about the PBL method and compared student grades on the midterm and final examinations. PBL students performed better on midterm examinations (odds ratio [OR] = 1.46; confidence interval [IC] 95%: 1.16, 1.89) and final examinations (OR = 1.60; IC 95%: 1.06, 2.43) compared with students in the traditional learning groups. No difference was found between the groups in the subjective evaluations.


CONCLUSIONS
pharmacy students' knowledge was improved by the PBL method. Pharmaceutical education courses should consider implementing PBL.
Faculty of Medicine, University of Brasilia, P.O. Box 4472, 70904-970 Brasilia, DF, Brazil ; Getulio Vargas University Hospital, Federal University of Amazonas, 69020-170 Manaus, AM, Brazil.
Tais F
TF
Galvao
Faculty of Medicine, Federal University of Amazonas, 69020-160 Manaus, AM, Brazil.
Marcus T
MT
Silva
University Hospital of Brasilia, Pharmacy School, University of Brasilia, 70830-200 Brasilia, DF, Brazil.
Celiane S
CS
Neiva
Department of Logistics, Executive Secretary, Ministry of Health of Brazil, 70058-900 Brasilia, DF, Brazil.
Laura M
LM
Ribeiro
Faculty of Medicine, University of Brasilia, P.O. Box 4472, 70904-970 Brasilia, DF, Brazil.
Mauricio G
MG
Pereira
D004512:Education, Pharmacy; D006801:Humans; D018794:Problem-Based Learning