Problem-based learning in a large pharmacy law class
Keywords:
Education, Law, Legislation, Pharmacy, Problem-Based LearningAbstract
Introduction: Problem-based learning (PBL) has been shown to be an effective learning method for students to integrate and apply knowledge and can increase levels of student satisfaction. Due to resource demands on programmes with high student numbers, adaptations of PBL to suit large lecture settings have previously been investigated. This pilot explores whether PBL in large classes can provide a satisfying learning experience and stimulate interest in a pharmacy legislation subject.
Description: An advanced pharmacy law and ethics module delivered to a joint cohort of final year undergraduate MPharm and postgraduate Overseas Pharmacists Assessment Programme (OSPAP) students.
Methodology: Student satisfaction questionnaires using Likert scale ratings were completed following two PBL sessions.
Evaluation: Overall students responded positively to PBL in preference to a traditional lecture, however the results were limited by the small sample size and single use of PBL in this way.
Future plans: Based on this pilot, more PBL should be incorporated into this module. Student satisfaction can then be investigated on a larger scale to determine whether it provides an improved learning experience and stimulates interest.
References
Ahlfeldt, S., Mehta S. & Sellnow, T. (2005). Measurement and analysis of student engagement in university classes where varying levels of PBL methods of instruction are in use. Higher Education Research & Development 24(1), 5-20.
Annerstedt, C., Garza, D., Huang Devoss, C., Lindh, J. & Rydmark, M. (2010) Research-able through problem- based learning. Journal of the Scholarship of Teaching and Learning, 10(2), 107-127.
Barrows, H.S. (1983). Problem based learning, self- directed learning. The Journal of the American Medical Association, 250, 3077-3080
Bledsoe, K.E. (2011). Managing problem-based learning in large lecture sections. Bioscience Education, 18 (online). Available at: http://journals.heacademy.ac.uk/ doi/abs/10.3108/beej.18.1. Accessed 27th April 2014.
Rangachari, P.K. (1996). Twenty-up: Problem-based learning with a large group. New Directions for Teaching & Learning, 68, 63-71.
Strobel, J. & Van Barneveld, A. (2009). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdisciplinary Journal of Problem-based Learning, 3(1),44-58.
Wijnia, L., Loyens, S.M.M. & Derous, E. (2011). Investigating effects of problem-based versus lecture- based learning environments on student motivation. Contemporary Educational Psychology, 36, 101-113.
Wood, D.F. (2003). ABC of learning and teaching in medicine: Problem-based learning. British Medical Journal, 326, 328-330.
