Webster Andrew A, Riggs Robert M
McWhorter School of Pharmacy, Samford University, Birmingham, AL 35229, USA.
Am J Pharm Educ. 2006 Aug 15;70(4):89. doi: 10.5688/aj700489.
To establish an aggressive problem-based learning (PBL) format for the medicinal chemistry course and assess the outcomes of student learning.
To assess learning in the new format, precourse and postcourse examinations were given to students enrolled before and after problem-based learning was implemented, and appropriate statistical analyses were conducted.
The PBL cohort did not learn the same amount of factual content yet performed the same on higher-order thought questions as the non-PBL cohort.
Problem-based learning may not be the ideal method for teaching medicinal chemistry. This may be due to several factors including: student learning type, the lack of a cognitive framework for learning in the basic sciences, and time constraints.
为药物化学课程建立一种积极进取的基于问题的学习（PBL）模式，并评估学生的学习成果。
为评估新形式下的学习情况，对在实施基于问题的学习之前和之后入学的学生进行课前和课后考试，并进行适当的统计分析。
基于问题的学习小组学习的事实性内容量与非基于问题的学习小组不同，但在高阶思维问题上的表现相同。
基于问题的学习可能不是药物化学教学的理想方法。这可能是由于几个因素造成的，包括：学生的学习类型、基础科学缺乏学习的认知框架以及时间限制。
