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Using non-linear slide decks to administer individualized problem-based learning assessments within pharmacology education.

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Τίτλος: Using non-linear slide decks to administer individualized problem-based learning assessments within pharmacology education.
Συγγραφείς: Francis WR; Swansea University Medical School, Swansea University, UK., Davies NA; Swansea University Medical School, Swansea University, UK., Seeley A; Swansea University Medical School, Swansea University, UK.
Πηγή: British journal of clinical pharmacology [Br J Clin Pharmacol] 2026 Aug; Vol. 92 (8), pp. 2457-2464. Date of Electronic Publication: 2025 Aug 21.
Τύπος έκδοσης: Journal Article
Γλώσσα: English
Στοιχεία περιοδικού: Publisher: Wiley-Blackwell Country of Publication: England NLM ID: 7503323 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1365-2125 (Electronic) Linking ISSN: 03065251 NLM ISO Abbreviation: Br J Clin Pharmacol Subsets: MEDLINE
Imprint Name(s): Publication: Oxford : Wiley-Blackwell
Original Publication: London, Macmillan Journals Ltd.
Ιατρικοί όροι (MeSH): Problem-Based Learning*/methods , Educational Measurement*/methods , Pharmacology*/education, COVID-19/epidemiology ; Education, Pharmacy/methods ; Humans ; Curriculum
Περίληψη: Aim: Problem-based learning (PBL) is an established approach in medical, nursing, pharmacy and veterinary medicine education. This study describes the implementation and aims to evaluate the use of non-linear slide decks as a method to deliver PBL as individualized student assessments within pharmacology education. This approach, originally developed in response to the COVID-19 pandemic, has been evaluated over 5 years since its integration within undergraduate pharmacology modules.
Methods: Two non-linear slide decks were designed using Microsoft PowerPoint with interactive hyperlink navigation, allowing dynamic and student-directed progression through two scenarios: a summative clinical toxicology assessment and a formative pharmacokinetic calculation activity.
Results: Comparative analysis of student performance demonstrated that grades achieved via non-linear PBL (67.6 ± 10.4%, n = 140) were comparable to those from essays (65.3 ± 12.7%, n = 83) and oral presentations (66.0 ± 6.5%, n = 56), though lower than online quizzes (71.4 ± 11.3%, n = 141). Furthermore, student feedback (n = 31) demonstrated positive student perceptions of non-linear PBL.
Conclusion: Despite the increased complexity involved in developing and integrating non-linear PBL resources, this methodology offers an engaging, flexible and pedagogically robust strategy that promotes active learning. It addresses long-standing challenges associated with group-based PBL formats while meeting recommended pharmacology education curricula.
(© 2025 The Author(s). British Journal of Clinical Pharmacology published by John Wiley & Sons Ltd on behalf of British Pharmacological Society.)
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Grant Information: Swansea University
Contributed Indexing: Keywords: assessment; education; pharmacology; problem‐based learning
Entry Date(s): Date Created: 20250822 Date Completed: 20260729 Latest Revision: 20260801
Update Code: 20260801
PubMed Central ID: PMC13421056
DOI: 10.1002/bcp.70248
PMID: 40842230
Βάση Δεδομένων: MEDLINE
Περιγραφή
ISSN:1365-2125
DOI:10.1002/bcp.70248