Problem‐based Learning in Analytical Science Undergraduate Teaching

Abstract

Problem‐based learning (PBL) was employed for teaching analytical science theory and laboratory practice to a cohort of BSc Biomedical Science first year undergraduate students (n = 48). The course structure is outlined. Learning outcomes and experiences were monitored by in‐depth interviews, questionnaires and performance in coursework, examination and technical skills. Investigations indicated that students were very positive about the practical applications of PBL and that they related theory to practice. They valued the benefits of group work and improving their problem‐solving skills. However, they were negative about taking responsibility for their own learning and examination revision notes. A comparison of examination performance with the previous year, when a traditional didactic approach was used, showed a slight improvement in pass rate. Staff perceptions of PBL teaching centred on the challenges of changing from efficient teaching to effective learning.