Fostering student agency and confidence through problem-based learning and cognitive reflection in the pharmaceutics laboratory
DOI:
https://doi.org/10.46542/pe.2025.251.4252Keywords:
Cognitive reflection, Drug compounding, Laboratory teaching, Problem-based learningAbstract
Background: Pharmaceutics is a pivotal subject in pharmacy education, and among the learning outcomes of pharmaceutics laboratory courses is the ability to instil practical skills in compounding, with a focus on quality control. Student feedback reveals that strict passing criteria cause apprehension, ultimately acting as barriers to learning.
Objective: To foster meaningful learning, increase student confidence, and promote student agency through problem-based learning in the pharmaceutics course at the University of Bergen.
Method: The three-part educational intervention included a pre-lab workshop, practical laboratory work, and a post-lab workshop. Student groups were tasked to compound different Captopril oral mixtures, and their stabilities after storage were analysed. The data were discussed with the students. A mixed-methods approach was adopted to assess the educational intervention, incorporating a pre- and post-survey on meaningful learning, observations, and focus group interviews.
Results: The results showed that the learning activity was received positively and fostered a meaningful learning experience. The focus groups reported increased confidence, positive effects from a supportive group, reflection, and reduced apprehension.
Conclusion: This study represents a novel approach to student learning in a pharmaceutics laboratory course, which resulted in an enhanced laboratory learning experience.
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