Journal article 252 views 34 downloads
Using non‐linear slide decks to administer individualized problem‐based learning assessments within pharmacology education
,
Nia Davies,
Aidan Seeley
British Journal of Clinical Pharmacology, Pages: 1 - 8
Swansea University Authors:
Wendy Francis , Nia Davies, Aidan Seeley
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© 2025 The Author(s). This is an open access article under the terms of the Creative Commons Attribution License.
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DOI (Published version): 10.1002/bcp.70248
Abstract
AimProblem-based learning (PBL) is an established approach in medical, nursing, pharmacy and veterinary medicine education. This study describes the implementation and aims to evaluate the use of non-linear slide decks as a method to deliver PBL as individualized student assessments within pharmacol...
| Published in: | British Journal of Clinical Pharmacology |
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| ISSN: | 0306-5251 1365-2125 |
| Published: |
Wiley
2025
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| Online Access: |
Check full text
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| URI: | https://cronfa.swan.ac.uk/Record/cronfa70121 |
| Abstract: |
AimProblem-based learning (PBL) is an established approach in medical, nursing, pharmacy and veterinary medicine education. This study describes the implementation and aims to evaluate the use of non-linear slide decks as a method to deliver PBL as individualized student assessments within pharmacology education. This approach, originally developed in response to the COVID-19 pandemic, has been evaluated over 5 years since its integration within undergraduate pharmacology modules.MethodsTwo non-linear slide decks were designed using Microsoft PowerPoint with interactive hyperlink navigation, allowing dynamic and student-directed progression through two scenarios: a summative clinical toxicology assessment and a formative pharmacokinetic calculation activity.ResultsComparative analysis of student performance demonstrated that grades achieved via non-linear PBL (67.6 ± 10.4%, n = 140) were comparable to those from essays (65.3 ± 12.7%, n = 83) and oral presentations (66.0 ± 6.5%, n = 56), though lower than online quizzes (71.4 ± 11.3%, n = 141). Furthermore, student feedback (n = 31) demonstrated positive student perceptions of non-linear PBL.ConclusionDespite the increased complexity involved in developing and integrating non-linear PBL resources, this methodology offers an engaging, flexible and pedagogically robust strategy that promotes active learning. It addresses long-standing challenges associated with group-based PBL formats while meeting recommended pharmacology education curricula. |
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| Keywords: |
assessment, education, pharmacology, problem-based learning |
| College: |
Faculty of Medicine, Health and Life Sciences |
| Funders: |
Swansea University |
| Start Page: |
1 |
| End Page: |
8 |