Review Article
Problem-Based Learning in Pharmaceutical Education: A Systematic Review and Meta-Analysis
Table 1
The main characteristics of the included studies.
| | Study | Country | Dates of research | Population | Random allocation | Type and length of course | PBL intervention () | Control intervention () | Outcomes |
|
Raisch et al.
1995 [37] | USA | 1993-1994 | Undergraduate students | Yes | 8 weekly sessions of two hours during externship | Small group discussion of cases led by facilitator and problem solving (26) | Externship with no modifications (19) | Objective and subjective evaluations |
| | Nii 1996 [38] | USA | 1994-1995 | Graduate students (PharmD) | Yes | 2 semesters in the third year preceding clerkship | Small group discussion of cases led by facilitator (58) | Didactic lectures (60) | Objective evaluation (grade point average) |
|
Reeves and Francis
2002 [39] | United Kingdom | 1997-1998 | Pharmacists | No | 6 months of continuing education | Adverse drug reactions cases in the context of a clinical scenario (16) | Didactic lectures (15) | Objective evaluation (multiple-choice questions) |
|
Whelan et al.
2007 [40] | Canada | 1998, 2001-2002 | Undergraduate students | No | Entire graduation course | Small group discussion of cases led by facilitator and problem solving (127) | Didactic lectures (59) | Subjective evaluation (survey of perception of preparedness) |
|
Romero et al.
2010 [41] | USA | 2002–2008 | Graduate students (PharmD) | Yes | 4 weeks of PBL during the first semester of PharmD curriculum | Small group discussion of cases led by facilitator and problem solving (675) | Didactic lectures (645) | Objective evaluation (midterm and final tests) |
|
|
Notes:
: number of students.
PBL: problem-based learning.
PharmD: doctor of pharmacy (professional doctor degree).
|
