Quantitative Assessment of Assisted Problem-based Learning in a Pharmaceutics Course

被引：33

作者：

Romero, Rebecca M. ^{[1
]}

Eriksen, Stuart P. ^{[1
]}

Haworth, Ian S. ^{[1
]}

机构：

[1] Univ So Calif, Dept Pharmacol & Pharmaceut Sci, Sch Pharm, Los Angeles, CA 90089 USA

来源：

AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION | 2010年 / 74卷 / 04期

关键词：

quantitative assessment; case studies; problem-based learning; pharmaceutics; student-centered learning; self-directed learning; EDUCATION;

D O I：

10.5688/aj740466

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Objectives. To assess the effectiveness of assisted problem-based learning (PBL) compared to a didactic approach in a pharmaceutics course. Design. Data were collected over 7 offerings of the course. In the first half of the semester about half of the students (PBL1) learned in a PBL format while the other students (PBL2) received didactic lectures. In the second half of the semester, the teaching methods were reversed. Assessment. Performance on the midterm examination and a comprehensive final examination was used to assess the effect of PBL. Over the 7-year period, PBL1 students scored significantly higher on the midterm examinations. Scores on the final examinations did not differ significantly, but PBL2 students had a higher mean score on questions based on material from the second half of the semester. Conclusions. PBL produced a short-term (weeks) improvement in learning and our results suggest that the effect may persist in the medium term (months).

引用

页数：9

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