Problem-Based Learning in Pharmaceutical Education: A Systematic Review and Meta-Analysis
Objective. To assess the effects of problem-based learning (PBL) on the learning achievements of pharmacy students. Methods. We searched for controlled studies that compared PBL to traditional learning in pharmacy courses (graduate and undergraduate) in the major literature databases up to January 2...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
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Wiley
2014-01-01
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| Series: | The Scientific World Journal |
| Online Access: | http://dx.doi.org/10.1155/2014/578382 |
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| author | Tais F. Galvao Marcus T. Silva Celiane S. Neiva Laura M. Ribeiro Mauricio G. Pereira |
| author_facet | Tais F. Galvao Marcus T. Silva Celiane S. Neiva Laura M. Ribeiro Mauricio G. Pereira |
| author_sort | Tais F. Galvao |
| collection | DOAJ |
| description | Objective. To assess the effects of problem-based learning (PBL) on the learning achievements of pharmacy students. Methods. We searched for controlled studies that compared PBL to traditional learning in pharmacy courses (graduate and undergraduate) in the major literature databases up to January 2014. Two independent researchers selected the studies, extracted the data, and assessed the quality of the studies. Meta-analyses of the outcomes were performed using a random effects model. Results. From 1,988 retrieved records, five were included in present review. The studies assessed students’ impressions about the PBL method and compared student grades on the midterm and final examinations. PBL students performed better on midterm examinations (odds ratio [OR]=1.46; confidence interval [IC] 95%: 1.16, 1.89) and final examinations (OR=1.60; IC 95%: 1.06, 2.43) compared with students in the traditional learning groups. No difference was found between the groups in the subjective evaluations. Conclusion. pharmacy students’ knowledge was improved by the PBL method. Pharmaceutical education courses should consider implementing PBL. |
| format | Article |
| id | doaj-art-9750cf26cd20404bbb42f2c4f46fa4ec |
| institution | Kabale University |
| issn | 2356-6140 1537-744X |
| language | English |
| publishDate | 2014-01-01 |
| publisher | Wiley |
| record_format | Article |
| series | The Scientific World Journal |
| spelling | doaj-art-9750cf26cd20404bbb42f2c4f46fa4ec2025-02-03T06:07:13ZengWileyThe Scientific World Journal2356-61401537-744X2014-01-01201410.1155/2014/578382578382Problem-Based Learning in Pharmaceutical Education: A Systematic Review and Meta-AnalysisTais F. Galvao0Marcus T. Silva1Celiane S. Neiva2Laura M. Ribeiro3Mauricio G. Pereira4Faculty of Medicine, University of Brasilia, P.O. Box 4472, 70904-970 Brasilia, DF, BrazilFaculty of Medicine, Federal University of Amazonas, 69020-160 Manaus, AM, BrazilUniversity Hospital of Brasilia, Pharmacy School, University of Brasilia, 70830-200 Brasilia, DF, BrazilDepartment of Logistics, Executive Secretary, Ministry of Health of Brazil, 70058-900 Brasilia, DF, BrazilFaculty of Medicine, University of Brasilia, P.O. Box 4472, 70904-970 Brasilia, DF, BrazilObjective. To assess the effects of problem-based learning (PBL) on the learning achievements of pharmacy students. Methods. We searched for controlled studies that compared PBL to traditional learning in pharmacy courses (graduate and undergraduate) in the major literature databases up to January 2014. Two independent researchers selected the studies, extracted the data, and assessed the quality of the studies. Meta-analyses of the outcomes were performed using a random effects model. Results. From 1,988 retrieved records, five were included in present review. The studies assessed students’ impressions about the PBL method and compared student grades on the midterm and final examinations. PBL students performed better on midterm examinations (odds ratio [OR]=1.46; confidence interval [IC] 95%: 1.16, 1.89) and final examinations (OR=1.60; IC 95%: 1.06, 2.43) compared with students in the traditional learning groups. No difference was found between the groups in the subjective evaluations. Conclusion. pharmacy students’ knowledge was improved by the PBL method. Pharmaceutical education courses should consider implementing PBL.http://dx.doi.org/10.1155/2014/578382 |
| spellingShingle | Tais F. Galvao Marcus T. Silva Celiane S. Neiva Laura M. Ribeiro Mauricio G. Pereira Problem-Based Learning in Pharmaceutical Education: A Systematic Review and Meta-Analysis The Scientific World Journal |
| title | Problem-Based Learning in Pharmaceutical Education: A Systematic Review and Meta-Analysis |
| title_full | Problem-Based Learning in Pharmaceutical Education: A Systematic Review and Meta-Analysis |
| title_fullStr | Problem-Based Learning in Pharmaceutical Education: A Systematic Review and Meta-Analysis |
| title_full_unstemmed | Problem-Based Learning in Pharmaceutical Education: A Systematic Review and Meta-Analysis |
| title_short | Problem-Based Learning in Pharmaceutical Education: A Systematic Review and Meta-Analysis |
| title_sort | problem based learning in pharmaceutical education a systematic review and meta analysis |
| url | http://dx.doi.org/10.1155/2014/578382 |
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