Using a course pilot in the development of an online problem-based learning (PBL) therapeutics course in a post-professional PharmD program

Nagge, Jeff; Killeen, Rosemary; Jennings, Brad

doi:10.1016/j.cptl.2017.10.005

Cited by 26 publications

(25 citation statements)

References 6 publications

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“…However, the author stated that there were a few limitations to the study and there is significant room to improve the amount and quality of AL at ACP for the betterment of student learning outcomes. Other studies done also reported students’ positive acceptance towards PBL and the improvement of their performance and interest in the subjects or courses given (Nagge et al, 2018, Phungsuk et al, 2017, Alrahlah, 2016, Nasr and Wilby, 2017, Yew and Goh, 2016, Loyens et al, 2015).…”

Section: Discussionmentioning

confidence: 80%

“…Various studies have been conducted to investigate the effects of PBL on academic achievement, assessed by final examination and post test scores, students’ grades and GPA. Other studies conducted to ascertain the effects of PBL on cognitive outcomes such as knowledge acquisition, clinical reasoning, critical thinking and problem solving (Rebecca et al, 2010, Zhang et al, 2011, Nagge et al, 2018, Phungsuk et al, 2017, Alrahlah, 2016, Nasr and Wilby, 2017, Yew and Goh, 2016, Loyens et al, 2015). All authors noted an improvement in students’ preparation, active learning and problem solving skills, performance on a cumulative final examination and motivation to study.…”

Section: Introductionmentioning

confidence: 99%

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Students perception of an industry based approach problem based learning (PBL) and their performance in drug delivery courses

Hussain

Sahudin

Samah

et al. 2019

Saudi Pharmaceutical Journal

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ObjectiveTo investigate students perception of an industry based approach problem based learning (PBL) and their performance in drug delivery courses in pharmaceutics.MethodsPBL was implemented within two drug delivery courses in 2015, in anticipation that the use of formulation or industrial instead of clinical or pharmacy practice based triggers, would open up student interest and understanding towards learning pharmaceutics in relation to industrial pharmacy. Two cohorts were monitored through final year examination results and PBL feedback to evaluate student perception and acceptance of the use of PBL. Previous cohorts were only exposed to conventional tutorials.ResultsBoth cohorts showed better performance in their final examination results (2015 & 2016) compared to the previous year (2014) when students were only exposed to tutorials. The maximum and average marks obtained were also higher. There was significant difference between the maximum marks for Drug Delivery Systems 2 and the average marks for Drug Delivery Systems 1 with P < 0.05. It was also noted that although the cGPA of student intake for Cohort 2014 is higher than Cohorts 2015 and 2016, the performance of students were better seen in the two latter cohorts. In addition, student feedback showed positive acquiescence towards using PBL as part of the course.ConclusionsIntroduction of PBL in the drug delivery courses has shown to improve student academic performance either directly or indirectly by increasing student’s interest and understanding of the subjects taught. It also enhanced student soft skills and confidence. Students were happy with the implementation of PBL which improved their understanding of the subject, enhancing their abilities to think critically and improved their time management abilities.

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Section: Discussionmentioning

confidence: 80%

Section: Introductionmentioning

confidence: 99%

Students perception of an industry based approach problem based learning (PBL) and their performance in drug delivery courses

Hussain

Sahudin

Samah

et al. 2019

Saudi Pharmaceutical Journal

View full text Add to dashboard Cite

show abstract

“… 3 One study of PBL teaching of hyperthyroidism in an endocrinology internship showed that, compared with a traditional lecture-based classroom group, PBL groups achieved higher scores and performed better on clinical case analysis. 3 …”

Section: Introductionmentioning

confidence: 99%

“…2 PBL has been used in medical and nursing programs in many different countries and its effectiveness has been demonstrated. 3 One study of PBL teaching of hyperthyroidism in an endocrinology internship showed that, compared with a traditional lecture-based classroom group, PBL groups achieved higher scores and performed better on clinical case analysis. 3 We aimed to evaluate the effect of a hybrid teaching strategy on students' responses in laboratory practice compared with traditional pathophysiological teaching (i.e.…”

Section: Introductionmentioning

confidence: 99%

Effect of hybrid teaching incorporating problem-based learning on student performance in pathophysiology

Guo

Li-hong

et al. 2020

J Int Med Res

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Objective To compare the effectiveness of traditional and hybrid teaching strategies in pathophysiology and to conduct a survey of students’ opinions about the hybrid teaching strategy. Methods A hybrid pathophysiology course was developed by combining traditional lectures, case- or problem-based learning, group discussion and several quizzes. A total of 167 students were assigned to the hybrid teaching group and 118 students assigned to the traditional lecture group. Results Compared with students who received traditional lectures, no students in the hybrid teaching class failed the final examination. The percentage of students with high scores was significantly higher in the hybrid teaching class. In addition, 73.7% of students in the hybrid teaching class expressed substantial interest in pathophysiology during the course, and 83% of these students felt they had received essential training and acquired the ability to solve clinical case problems. Conclusion The hybrid teaching strategy is an advanced approach that encourages students to actively learn teaching materials and solve practical clinical problems, and that promotes student interest in pathophysiology.

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“…It can train critical thinking skills of students more optimal and facilitates them to make reasoning as well as solving the problem which provides student-centered learning activities (Ahrari et al, 2016;Habimana & Stambach, 2015). Utilizing open-ended problems can enhance students' critical thinking skills by giving them opportunities to actively participate, express his ideas in their own way (Jamiah, 2012;Ku, Lee, & Ellis, 2017;Nagge, Killeen, & Jennings, 2018;Nargundkar et al, 2014). The students will also familiarize themselves to provide evidence of the problems solving (Mudrikah, 2016;Rosdiana, Yuniarsih, & Waspada, 2018).…”

Section: Operational Field-testingmentioning

confidence: 99%

The effectiveness of problem-based thematic learning module to improve primary school student’s critical thinking skills

Twiningsih

Sajidan

Riyadi

2019

JPBI

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Thematic learning is considered as efficient as the students taught learn in coherent context and holistic way, as well as associate the concepts they learnt with their surrounding and real-life examples. The aim of the study was to identify the effectiveness of the problem-based thematic learning module prototype to improve students' critical thinking skills. This research and development were conducted based on Borg and Gall model. The module effectiveness was tested using pre-experimental design. The sampling technique used was cluster random sample which employed as many as 33 students in which the data collection technique used was test. The data gained was analyzed using paired sample t-test. The results showed that the students' post-test score of critical thinking skills were significantly differed from their pre-test score. Therefore, the developed module can improve student critical thinking skills effectively. Moreover, it is suggested that teacher should apply a mixed method of teaching as it helps to strengthen students' critical thinking skills.

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Using a course pilot in the development of an online problem-based learning (PBL) therapeutics course in a post-professional PharmD program

Cited by 26 publications

References 6 publications

Students perception of an industry based approach problem based learning (PBL) and their performance in drug delivery courses

Students perception of an industry based approach problem based learning (PBL) and their performance in drug delivery courses

Effect of hybrid teaching incorporating problem-based learning on student performance in pathophysiology

The effectiveness of problem-based thematic learning module to improve primary school student’s critical thinking skills

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