A Large Group Hybrid Lecture and Problem-based Learning Approach to Teach Central Nervous System Pharmacology within the Third Year of an Integrated Masters Level Pharmacy Degree Course


  • Alison M. Bratt School of Pharmacy and Biomolecular Sciences, University of Brighton, Cockroft Building, Moulsecoomb, Brighton BN7 4GJ, UK


Problem-based learning, Self-directed learning, Pharmacy, Pharmacology, Clinical case study, Alzheimer's disease


This study developed a hybrid lecture and problem- based learning (PBL) methodology to teach a large group of third-year undergraduate pharmacy students, the topic of Alzheimer’s disease and its pharmacological treatment. A combination of two introductory lectures and a structured medical case history PBL task, with guided study, were used as learning materials. At the completion of the PBL task, a lecturer-chaired whole group interactive discussion summarized the task outcomes. Qualitative and quantitative evaluations of the student’s experiences with the PBL task, as compared to traditional lecture style information delivery, were then collected by means of a nine-item questionnaire. Most students made favorable comments concerning the PBL task, ranking it highly in terms of its ability to improve overall learning, and aid retention by providing a relevant learning context. Statistical analysis of age effects on task perceptions, demonstrated that mature students (>26 years), far preferred this mode of teaching to traditional lecture delivery, as compared to younger (20–25 years) students.


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Research Article