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Pharmacy 2017, 5(3), 53; doi:10.3390/pharmacy5030053

Exploring a Problem-Based Learning Approach in Pharmaceutics

School of Pharmacy and Life Sciences, Robert Gordon University, Aberdeen, Scotland AB10 7GJ, UK
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Received: 29 June 2017 / Revised: 12 September 2017 / Accepted: 13 September 2017 / Published: 20 September 2017
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Abstract

Objective. The basis of this study was to explore the impact of the initiation of a Problem-Base Learning (PBL) approach within a second-year pharmaceutics degree on a Master of Pharmacy programme, introduced as a way of improving deep learning and to foster independent learning. Design. A semi-structured interview was used to seek feedback from the students, and feedback from staff was secured though a focus group. A thematic approach was used for the analysis, once data saturation had been reached. Exam pass-rate statistics were also analysed. Assessment. Five parent themes were identified from the student interviews: Module structure, Promoting lifelong learning, Integration and future practice, Outcomes and Student experience. The third year exam pass rate improved by 12% in the year following the introduction of PBL in second year. Conclusions. Various recommendations were proposed to further improve the module, based on the findings of this study. These include improving feedback and support through tutorials, reducing the volume of directed study, as well as highlighting the relevance of pharmaceutics to the pharmacy degree. A long-term review would be needed to assess the full implications of PBL teaching within this course. View Full-Text
Keywords: problem-based learning; deep learning; pharmacy; pharmaceutics problem-based learning; deep learning; pharmacy; pharmaceutics
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McKenzie, B.; Brown, A. Exploring a Problem-Based Learning Approach in Pharmaceutics. Pharmacy 2017, 5, 53.

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