PBL pharmacy students perform better on midterm examinations than students in traditional learning groups¶

Claim · All claims
Evidence · 1 study · quant-synthesis r1 · q3 · i1 small
Currency · newest study 2014 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i1 Meta-analysis of controlled pharmacy education studies found PBL students performed better on midterm examinations (OR = 1.46; 95% CI 1.16–1.89). → Galvao Tais F. 2014

Evidence¶

Galvao Tais F. 2014¶

Galvao Tais F., Silva Marcus T., Neiva Celiane S., Ribeiro Laura M., Pereira Mauricio G. (2014). Problem-Based Learning in Pharmaceutical Education: A Systematic Review and Meta-Analysis. The Scientific World Journal. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3950357/

q3 · i1 · quant-synthesis · r1

Systematic review with meta-analysis of five controlled studies comparing PBL to traditional instruction in graduate and undergraduate pharmacy courses, using a random-effects model. The pooled midterm result favors PBL: "OR = 1.46; IC 95%: 1.16–1.89".

"The OR estimates were also statistically significant for the midterm exams (OR = 1.46; IC 95%: 1.16–1.89) and for the final exams (OR = 1.60; IC 95%: 1.06–2.43), which indicates a better performance by PBL students compared with those participating in traditional learning methods."

Discussion¶

Related Claims¶

• PBL is associated with higher theoretical examination scores than traditional lecture-based teaching in Chinese pharmacy education (SMD = 1.17) — related
• PBL produces higher examination scores than LBL in undergraduate pharmacology education (SMD = 2.03) — related
• No difference between PBL and traditional groups in subjective evaluations of pharmacy students — related