A Comparison between Two Methods of Teaching Hospital Pharmacists about Adverse Drug Reactions: Problem-based Learning versus a Didactic Lecture

Reeves, Jennifer A.; Francis, Sally‐Anne

doi:10.1080/15602210212152

Cited by 4 publications

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“…The results of the studies were presented as means and standard deviations, using different rating scales. Two studies included a third group of students that was not of interest to this review: a group without intervention and a group in a transitional program using both traditional and PBL methods [ 39 , 40 ]. Two studies reported losses from the initial sample; one study sent questionnaires to 186 students but finished with 137 students that completed the survey [ 40 ].…”

Section: Resultsmentioning

confidence: 99%

“…Three studies formed groups by randomization [ 37 , 38 , 41 ]. One study assessed the students in the classes before and after PBL implementation and another one compared two courses held at different hospital pharmacies [ 39 , 40 ]. There was no observed tendency in the selection of study methods and procedures in either group or during follow-up in any study.…”

Section: Resultsmentioning

confidence: 99%

“…a Significant heterogeneity was found in the final exam results ( I ² = 78%). The sensitivity analysis revealed that two studies were the major contributors to this result [ 37 , 39 ], and no quality limitation was found in the studies.…”

Section: Resultsmentioning

confidence: 99%

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Problem-Based Learning in Pharmaceutical Education: A Systematic Review and Meta-Analysis

Galvão

Neiva

Ribeiro

et al. 2014

The Scientific World Journal

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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. Conclusion. pharmacy students' knowledge was improved by the PBL method. Pharmaceutical education courses should consider implementing PBL.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Problem-Based Learning in Pharmaceutical Education: A Systematic Review and Meta-Analysis

Galvão

Neiva

Ribeiro

et al. 2014

The Scientific World Journal

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“…While the lecture method conveys information efficiently, students enjoy, retain, and understand material better when interactive learning is used. This is especially true when the teaching goals involve application, development of thinking skills, or changing attitudes (Biggs, 1996;Frederick, 1986;Karns, 2005;Murray & Brightman, 1996;Reeves & Francis, 2002). Participation creates excitement in the classroom (Bonwell & Eison, 1991).…”

Section: Introductionmentioning

confidence: 99%

Financial Statements: An Interactive Learning Approach

Kierulff

2011

TLC

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The often tedious but essential task of understanding financial statements and the inter-relationships among them can be enlivened by an interactive exercise with an unexpected and dramatic flair. I have used this approach for over ten years in both undergraduate and graduate finance and entrepreneurship classes, with entrepreneurs in Small Business Administration workshops, and with attendees at profit improvement planning workshops. The exercise begins with a four-quarter proforma income statement that shows a profitable, growing firm. Participants then create, with the instructor’s guidance, the company’s balance sheet that shows it unable to pay its bills by the end of the year. Then the participants discover for themselves how this seemingly contradictory situation can occur by developing, again with the instructor’s guidance, a proforma cash flow. This paper demonstrates how the approach works and provides the materials used in the interactive session.

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Preaching to the converted – optimising adverse drug reaction reporting by dentists

Patel¹,

Radford

Brown

2014

Br Dent J

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Dentists at different stages of their careers showed variable awareness and knowledge of the UK Yellow Card Scheme and what to report. Training should be tailored to fit the needs of the different groups. A questionnaire survey incorporating a summative knowledge assessment demonstrated variable levels of knowledge about adverse drug reactions and what to report. Large majorities of all groups (>90%) expressed a desire for training in these areas and in the case of graduate and practising dentists, indicated that this should be organised by the postgraduate deaneries.

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A Comparison between Two Methods of Teaching Hospital Pharmacists about Adverse Drug Reactions: Problem-based Learning versus a Didactic Lecture

Cited by 4 publications

References 0 publications

Problem-Based Learning in Pharmaceutical Education: A Systematic Review and Meta-Analysis

Problem-Based Learning in Pharmaceutical Education: A Systematic Review and Meta-Analysis

Financial Statements: An Interactive Learning Approach

Preaching to the converted – optimising adverse drug reaction reporting by dentists

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