Moving from a lecture-based to a problem-based learning curriculum- perceptions of preparedness for practice

Authors

  • Anne Marie Whelan College of Pharmacy, Dalhousie University, Halifax, NS, Canada B3H 3J5
  • Susan Mansour College of Pharmacy, Dalhousie University, Halifax, NS, Canada B3H 3J5
  • Patrick Farmer College of Pharmacy, Dalhousie University, Halifax, NS, Canada B3H 3J5
  • David Yung College of Pharmacy, Dalhousie University, Halifax, NS, Canada B3H 3J5

Keywords:

Assessment, evaluation, problem-based learning, surveys

Abstract

Objectives: A comprehensive evaluation plan was designed to investigate the effect of curricular change from a lecture-based to a problem-based learning (PBL) curriculum. The objective of this paper is to describe the results of three surveys that examined perceptions of preparation for practice by three stakeholder groups.
Method: Three survey instruments were designed to obtain opinions regarding preparation for practice from graduating students, preceptors and supervisors/employers from three curricula that were in place as the PBL curriculum was being implemented.
Results: The students graduating from the PBL curriculum perceived themselves to be equally or better prepared than did the students graduating from the other two curricula in a number of activities/competencies. Results from the preceptors and supervisors/employers did not identify any significant differences among the curricula.
Conclusions: The survey results provide some data suggesting that the outcomes-based, integrated, hybrid PBL curriculum prepares students for practice as well as, or better, in a number of areas than the lecture-based curriculum.

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How to Cite

Whelan, A. M., Mansour, S., Farmer, P., & Yung, D. (2018). Moving from a lecture-based to a problem-based learning curriculum- perceptions of preparedness for practice. Pharmacy Education, 7(3). Retrieved from https://pharmacyeducation.fip.org/pharmacyeducation/article/view/243

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Section

Research Article