A preliminary study to evaluate the impact of problem-based learning (PBL) to a postgraduate clinical pharmacy programme in the UK
Keywords:Education, pharmacy, postgraduate, problem-based learning, United Kingdom, assessment
Background: The expanding volume of information on drugs and their application requires pharmacy educators to undertake a paradigm shift from teaching knowledge to teaching problem-solving skills.
Aim: This study compares the use of problem-based learning (PBL) to traditional tutorial sessions in an MSc in Clinical Pharmacy Programme. Evaluation considers both assessment of knowledge and understanding and student perception to the learning experience.
Method: Seventeen students were recruited to a randomised crossover trial conducted in two therapeutic modules.
Results: No significant difference was found for assessment scores. In relation to attitude, students favoured PBL. Non-attendance was an issue, as students, engaged in full time employment and additional on-call commitments, were not mandated to attend. The authors conclude that the adoption of PBL does not harm traditional educational outcomes and is preferred by students. This work provides a baseline for further studies and will assist in the introduction of PBL to the postgraduate pharmacy curriculum.
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