Supplemental Online Pharmacology Modules Increase Recognition and Production Memory in a Hybrid Problem-Based Learning (PBL) Curriculum

Abstract

Problem-based learning (PBL) presents unique challenges to longitudinal disciplines such as pharmacology. A curricular supplement (PharmWeb) was created to increase pharmacology knowledge, increase surface learning/recognition memory, and increase deeper learning/production memory. First-year medical students (162) were presented 14 brief, optional, self-paced, weekly online learning modules. Usage was assessed by module views and quiz completions. Learning gains were assessed via multiple-choice question (MCQ) pre-/post-tests and existing curriculum assessments (National Board of Medical Examiners [NBME] MCQ customized assessment and an essay examination). Most students (92 %) visited PharmWeb; users demonstrated significant learning gains (t(32) = 6.12, p < 0.0001; t(19) = 3.34, p < 0.01) from pre-test (means: 50.0, 52.9 %) to post-test (means: 73.1, 65.0 %). Usage predicted increased essay exam performance specifically for pharmacology topics. Pharmacology scores were correlated with total module quizzes completed: r = 0.26, p = 0.001; partialling out the effect of non-pharmacology question scores: r = 0.19, p = 0.014. Students who completed ≥50 % of the PharmWeb quizzes scored significantly higher on pharmacology essay questions (F(1, 161) = 8.1, p = 0.005, Cohen’s d = 0.44), and this difference remained significant after controlling for non-pharmacology scores (ANCOVA: F(1, 160) = 5.0, p = 0.026). Early PharmWeb usage was even more predictive of essay exam performance. Similar results were observed on the NBME customized assessment MCQs, but the effect was not specific to pharmacology. Students exhibited significant learning gains on both recognition and production memory assessments using voluntary modules encouraging distributed learning. Students’ pharmacology knowledge increased on both recognition and production memory assessments. Thus, supplemental modules may be valuable in supporting deeper learning in longitudinal disciplines within a PBL curriculum.