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

Abstract

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.

Entrustable Professional Activities as a Novel Framework for Pharmacy Education

“…An in-classroom, problem-based activity, where students can practice verbalizing their knowledge in a professional manner, can be easily facilitated and can improve student performance. 26 Additionally, EPAs can be integrated into laboratories or simulations designed for students to apply learned knowledge with skill development.…”

Students’ perceived predictors of an effective active learning/problem‐based learning session: a pilot study

“…Problem‐based learning (PBL), a style of AL, has been shown to improve the reasoning ability, creative and critical thinking, problem‐solving and communication skills of students while at the same time developing team‐work skills and the application of clinical skills . As noted by Wright et al ., ‘Problem‐based learning (PBL) is an educational tool which allows undergraduates to bridge the gap between gaining knowledge and being able to apply it in practice’.…”

“…As noted by Wright et al ., ‘Problem‐based learning (PBL) is an educational tool which allows undergraduates to bridge the gap between gaining knowledge and being able to apply it in practice’. While schools of pharmacy were initially slower than schools of medicine to embrace the AL/PBL methodology, these methods are now being implemented on a large scale in many schools of pharmacy . Indeed, in the USA, according to the accreditation standards of the Accreditation Council for Pharmacy Education, pharmacy schools are required to adopt AL strategies in their curricula …”

“…5,6 Problem-based learning (PBL), a style of AL, has been shown to improve the reasoning ability, creative and critical thinking, problem-solving and communication skills of students while at the same time developing team-work skills and the application of clinical skills. [6][7][8][9][10] As noted by Wright et al, 6 'Problembased learning (PBL) is an educational tool which allows undergraduates to bridge the gap between gaining knowledge and being able to apply it in practice'. While schools of pharmacy were initially slower than schools of medicine to embrace the AL/PBL methodology, 6 these methods are now being implemented on a large scale in many schools of pharmacy.…”

“…While schools of pharmacy were initially slower than schools of medicine to embrace the AL/PBL methodology, 6 these methods are now being implemented on a large scale in many schools of pharmacy. 4,7,11,12 Indeed, in the USA, according to the accreditation standards of the Accreditation Council for Pharmacy Education, pharmacy schools are required to adopt AL strategies in their curricula. 3 At present, the pharmacy curriculum in a private university in Malaysia is delivered largely via didactic teaching sessions, amounting to more than half of the curricula.…”