A variable structure, less resource intensive modification of problem-based learning for pharmacology instruction to health science students

Naunyn-Schmiedeberg's Archives of Pharmacology

Volumn 366, Issue 1, 2002, Pages 48-57

  Lubawy, W ^a,b   Brandt, B ^a,b  

^a University of Kentucky   (United States)

^b UNIVERSITY OF MINNESOTA   (United States)

Author keywords

Active learning; Case based education; Information application; Pharmacology instruction; Problem based learning; Problem solving skills

Indexed keywords

ARTICLE; BOOK; CASE STUDY; COGNITION; CURRICULUM; DRUG EFFECT; DRUG USE; ENDOCRINOLOGY; EVALUATION; EXAMINATION; HEALTH SCIENCE; HUMAN; LEARNING; MEDICAL EDUCATION; MEDICAL STUDENT; METHODOLOGY; PARAMETER; PATIENT; PERFORMANCE; PHARMACOLOGY; PHARMACY; PROBLEM SOLVING; SKILL; TEACHING; UNIVERSITY; ADULT; AGED; EDUCATION; FEMALE; MALE; PARAMEDICAL PERSONNEL; PROBLEM BASED LEARNING;

ADULT; AGED; AGED, 80 AND OVER; ALLIED HEALTH PERSONNEL; CURRICULUM; FEMALE; HUMAN; MALE; PHARMACOLOGY; PROBLEM-BASED LEARNING; HUMANS;

EID: 0035987955     PISSN: 00281298     EISSN: None     Source Type: Journal    
DOI: 10.1007/s00210-002-0557-7     Document Type: Article

References (6)

1. Problem-based learning: A review of literature on its outcomes and implementation issues
2. Formulation problem-solving as an alternative to traditional pharmaceutics
3. A focus on process improves problem-based learning outcomes in large classes
4. The use of student-centered, problem-based clinical case discussions to enhance learning in pharmacology and medicinal chemistry
5. Microsituations as an active-learning tool to teach endocrine pharmacology and problem-solving skills