Problem-based learning in a large pharmacy law class

Elaine Sharp

Research output: Contribution to journalArticlepeer-review


Introduction/context Problem-based learning (PBL) has been shown to be an effective learning method for students to integrate and apply knowledge and can increase levels of student satisfaction. Due to resource demands on programmes with high student numbers, adaptations of PBL to suit large lecture settings have previously been investigated. This pilot explores whether PBL in large classes can provide a satisfying learning experience and stimulate interest in a pharmacy legislation subject. Description of the module An advanced pharmacy law and ethics module delivered to a joint cohort of final year undergraduate MPharm and postgraduate Overseas Pharmacists Assessment Programme (OSPAP) students. Methodology Student satisfaction questionnaires using Likert scale ratings were completed following two PBL sessions. Evaluation Overall students responded positively to PBL in preference to a traditional lecture, however the results were limited by the small sample size and single use of PBL in this way. Future plans Based on this pilot, more PBL should be incorporated into this module. Student satisfaction can then be investigated on a larger scale to determine whether it provides an improved learning experience and stimulates interest.
Original languageEnglish
Pages (from-to)105-107
Number of pages3
JournalPharmacy Education
Issue number1
Publication statusPublished - 22 May 2015

Bibliographical note

© 2015 FIP


  • Education
  • Law
  • Legislation
  • Pharmacy
  • Problem-Based Learning


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