A Model of Small-Group Problem-Based Learning In Pharmacy Education: Teaching in the Clinical Environment

Purpose: The purpose of this study was to assess changes in expectations and perceptions among physician assistant (PA) program matriculants regarding small group problem-based learning (PBL) from the beginning to the end of the first didactic year. Some of the stress experienced by students entering health science professional programs using PBL may be due to lack of awareness of the goals and norms of PBL which differ from those of traditional lecture-based curricula. A change in student expectations as a result of participation in PBL would indicate that these goals and norms can be learned through participation. Methods: The authors developed the PBL Readiness Questionnaire, a 71-item 10-point Likert scale regarding student expectations of the PBL experience regarding self, others and the facilitator. Questionnaire items were developed using data from a student survey as well as literature on characteristics associated with successful performance in a PBL setting. The questionnaire was administered to 60 PA students at the beginning of the first year fall semester and again at the end of the first year spring semester. Results: Analysis revealed a significant change from pre to posttest on total score as well as on the subscales of Expectations of Self and Expectations of Facilitators. The subscale of Expectations of Others approached significance. Conclusions: The change in Expectations of Facilitator may reflect the different role of facilitator vs. lecturer. Facilitators challenge physician assistant students with questions rather than providing information. The change in Expectations of Self could indicate that physician assistant students do not have accurate expectations of their own role in this type of group setting, and the experience of participating in PBL may positively affect their expectations. An area for future study would be a psychometric analysis of the questionnaire items in order to refine the tool and ascertain the reliability and validity of items and subscales.

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Teaching ethics using small-group, problem-based learning.

Journal of Medical Ethics ◽

10.1136/jme.23.5.315 ◽

1997 ◽

Vol 23 (5) ◽

pp. 315-318 ◽

Cited By ~ 29

Author(s):

J W Tysinger ◽

L K Klonis ◽

J Z Sadler ◽

J M Wagner

Keyword(s):

Small Group ◽

Problem Based Learning ◽

Teaching Ethics ◽

Group Problem

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A Model for Small-Group Problem-Based Learning in a Large Class Facilitated by One Instructor

American Journal of Pharmaceutical Education ◽

10.5688/ajpe766117 ◽

2012 ◽

Vol 76 (6) ◽

pp. 117 ◽

Cited By ~ 33

Author(s):

Tessa A. Nicholl ◽

Kelvin Lou

Keyword(s):

Small Group ◽

Large Class ◽

Problem Based Learning ◽

Group Problem

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A Small Group, Problem-Based Learning Approach to Preparing Students to Retake Step 1 of the United States Medical Licensing Examination

Teaching and Learning in Medicine ◽

10.1207/s15328015tl110205 ◽

1999 ◽

Vol 11 (2) ◽

pp. 85-88

Author(s):

Janice A. Walters ◽

Lila G. Croen ◽

Zoe Brown Weissman ◽

Michael J. Reichgott

Keyword(s):

United States ◽

Small Group ◽

Problem Based Learning ◽

The United States ◽

Learning Approach ◽

Group Problem ◽

Medical Licensing ◽

Licensing Examination

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A problem-based learning course in physiology for undergraduate and graduate basic science students.

AJP Advances in Physiology Education ◽

10.1152/advances.1998.275.6.s16 ◽

1998 ◽

Vol 275 (6) ◽

pp. S16 ◽

Cited By ~ 14

Author(s):

S Mierson

Keyword(s):

Small Group ◽

Professional Education ◽

Basic Science ◽

Clinical Laboratory ◽

Team Building ◽

Real Life ◽

Problem Based Learning ◽

Laboratory Research ◽

Science Students ◽

Organ Systems

In small-group problem-based learning (PBL), students work cooperatively to solve complex, real-world problems. The problems lead the students to learn basic concepts rather than being presented as applications of concepts they have already learned. The goals are for students to learn and be able to apply the disciplinary content, develop critical thinking abilities, and acquire skills of life-long learning, communication, and team building. PBL has been widely used in recent years in medical and related areas of professional education. In those settings each small group typically has its own faculty facilitator. PBL can be successfully adapted for teaching undergraduate and graduate basic science students, in part by having multiple groups meet in one room with a roving facilitator. This report describes a two-semester PBL sequence in organ-systems physiology. To keep the interest of a diverse group of seniors and graduate students, several types of problems were used: clinical, laboratory research-based, real-life scenarios, and published research articles. The majority of students have responded enthusiastically.

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Science or Snake Oil? Teaching Critical Evaluation of “Research” Reports on the Internet

Teaching of Psychology ◽

10.1207/s15328023top2904_14 ◽

2002 ◽

Vol 29 (4) ◽

pp. 321-324 ◽

Cited By ~ 12

Author(s):

Patricia A. Connor-Greene ◽

Dan J. Greene

Keyword(s):

Quality Control ◽

Critical Thinking ◽

Small Group ◽

Group Discussion ◽

Critical Evaluation ◽

Problem Based Learning ◽

Small Group Discussion ◽

Easy Access ◽

The Internet ◽

New Challenges

The proliferation of information on the Internet introduces new challenges for educators. Although the Internet can provide quick and easy access to a wealth of information, it has virtually no quality control. Consequently, the Internet has rendered faculty more essential than ever as teachers of the analytic and evaluative skills students need to become educated consumers of information. In this article we describe an exercise using small-group discussion and individual problem-based learning to teach critical thinking about the Internet. Data from the exercise and from student evaluations support both its need and students' perceptions of its effectiveness.

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