RT Journal Article
SR Electronic
T1 Quantitative Assessment of Assisted Problem-based Learning in a Pharmaceutics Course
JF American Journal of Pharmaceutical Education
JO Am J Pharm Educ
FD American Association of Colleges of Pharmacy
SP 66
DO 10.5688/aj740466
VO 74
IS 4
A1 Rebecca M. Romero
A1 Stuart P. Eriksen
A1 Ian S. Haworth
YR 2010
UL http://www.ajpe.org/content/74/4/66.abstract
AB Objectives. To assess the effectiveness of assisted problem-based learning (PBL) compared to a didactic approach in a pharmaceutics course.Design. 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.Assessment. 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).