Instructing introductory pharmacology in large undergraduate classes by using clinical problem-based learning (PBL) cases improves the generic problem-solving skills of students

Abstract

After completing their studies at university, most pharmacology and pharmacy graduates will work in small-group settings with colleagues they do not choose. They will be required to independently navigate large volumes of scientific literature, searching for reliable sources of information about various drugs and clinical conditions; prioritize their tasks and hypotheses; problem solve; network and work effectively in a team environment; and evaluate the job performance of their co-workers. Although these skills are valued by the majority of science students and their potential employers, most standard university curricula are focused on delivering the course content. These standard curricula provide very few opportunities for students to work on their essential workplace skills.