Factors affecting pharmacology learning in integrated PBL in diverse medical students: a mixed methods study.

ABSTRACT:

Introduction

Problem-based learning (PBL) was introduced to address passive teaching limitations. However, it is not fully characterised as a teaching modality in pharmacology. The present study investigated the factors affecting pharmacology learning in an integrated PBL-based curriculum in diverse learners.

Methods

Year 1 undergraduate medical students from two cohorts at St. George's University of London and University of Nicosia, participated. Statistical analysis of pharmacology knowledge scores, at the beginning (pre-test) and end of the academic year (post-test), investigated readiness to benefit from PBL based on diverse student characteristics (educational background, age, gender, country of origin, ethnicity, native language, PBL experience). Focus groups/interview

SUBMITTER: Nicolaou SA 

PROVIDER: S-EPMC10958917 | biostudies-literature | 2024 Mar

REPOSITORIES: biostudies-literature