Integration of Problem-based Learning and Innovative Technology Into a Self-Care Course

Objective. To assess the integration of problem-based learning and technology into a self-care course. Design. Problem-based learning (PBL) activities were developed and implemented in place of lectures in a self-care course. Students used technology, such as computer-generated virtual patients and...

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Bibliographic Details
Published in:American journal of pharmaceutical education 2013-08, Vol.77 (6), p.127-127, Article 127
Main Author: McFalls, Marsha
Format: Article
Language:English
Subjects:
Class Size
College students
Colleges & universities
Community Relations
Computers
Core curriculum
Curriculum
Diagnostic Tests
Distance learning
Education, Pharmacy - methods
Educational Measurement
Electronic Equipment
Enrollment
Evaluation
Humans
Learning Strategies
Lecture Method
Likert Scales
Medical education
Medical students
Metacognition
Pharmaceutical Education
Pharmacy
Problem Based Learning
Schools
Self Care
Self-care, Health
simulation
Student Centered Curriculum
Student Satisfaction
Students, Pharmacy
Study and teaching
Teachers' Topics
Teaching
Teaching methods
Technology
Training
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Summary:Objective. To assess the integration of problem-based learning and technology into a self-care course. Design. Problem-based learning (PBL) activities were developed and implemented in place of lectures in a self-care course. Students used technology, such as computer-generated virtual patients and iPads, during the PBL sessions. Assessments. Students’ scores on post-case quizzes were higher than on pre-case quizzes used to assess baseline knowledge. Student satisfaction with problem-based learning and the use of technology in the course remained consistent throughout the semester. Conclusion. Integrating problem-based learning and technology into a self-care course enabled students to become active learners.
ISSN:0002-9459
1553-6467
DOI:10.5688/ajpe776127