A preliminary study to evaluate the impact of problem-based learning (PBL) to a postgraduate clinical pharmacy programme in the UK

Authors

  • Sue Shaw
  • David Gerrett Pharmacy Academic Practice Unit, University of Derby, Western Road, Mickleover, Derby DE3 9GX, UK
  • Bruce Warner Pharmacy Academic Practice Unit, University of Derby, Western Road, Mickleover, Derby DE3 9GX, UK

Keywords:

Education, pharmacy, postgraduate, problem-based learning, United Kingdom, assessment

Abstract

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.

Author Biography

Sue Shaw

Pharmacy Academic Practice Unit, University of Derby, Western Road, Mickleover, Derby DE3 9GX, UK    

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Issue

Section

Research Article