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