A Comparison of Student Outcomes Following Problem‐Based Learning Instruction Versus Traditional Lecture Learning in a Graduate Pharmacology Course

Results of this pilot study suggest that problem‐based learning may be at least as effective as traditional lecture and should be explored in larger studies.

Abstract

PURPOSE: To determine if there would be a difference in students' performance and level of satisfaction when taught pharmacology in a problem-based learning format as compared to traditional lecture format. DATA SOURCES: Control (n = 12) and experimental (n = 10) group means for middle-of-term examinations, final examinations, end-of-course numerical averages, and numerical scores of satisfaction were analyzed with a t test for statistically significant differences. CONCLUSIONS: There was no significant difference between groups for any of the items measured, suggesting that problem-based learning and traditional lecture format may be equally effective course delivery methods. Replication with a larger sample is recommended. IMPLICATIONS: The small sample size precludes generalizing results to the entire population, but outcomes of this pilot study suggest that problem-based learning may be at least as effective as traditional lecture and should be explored in larger studies.