Evaluation of problem-based learning for pharmacology based on a comprehensive analysis in undergraduate students

Abstract

Background: Problem-based learning (PBL) has been widely employed in pharmacology teaching. However, the benefits of PBL for undergraduate students have not been clearly demonstrated. We performed a meta-analysis to compare the effects of PBL and lecture-based learning (LBL) in undergraduate pharmacology education.

Methods: We systematically searched literature databases for comparative studies related to PBL pedagogy in the undergraduate pharmacology curriculum from the inception of the databases to December 2023. The obtained literature was screened according to the selection criteria, and Review Manager 5.4 was used for the meta-analysis of the included studies.

Results: A total of 33 comparative studies involving 4425 undergraduate students were enrolled. The standardized mean differences (95% confidence intervals) of the examination scores and students' self-rated scores on learning interest, comprehension of knowledge and thinking ability between PBL and LBL were calculated to be 2.03 (1.53-2.53), 0.50 (0.26-0.74), 0.69 (0.46-0.92), and 1.65 (1.21-2.09), respectively. The risk ratios of the proportion of satisfaction on improving students' learning interest, comprehension of knowledge, thinking ability, self-study ability, and communication skills were calculated to be 2.08 (1.17-3.71), 1.84 (1.26-2.67), 1.42 (1.19-1.69), 1.44 (1.16-1.79), and 1.66 (1.22-2.27), respectively.

Conclusions: The current evidence indicates that PBL is more effective than LBL in improving examination scores and student satisfaction in undergraduate pharmacology education.

Figure 1.

Flow chart of the literature screening and selection process.

Figure 2.

Risk of bias graph of included studies.

Figure 3.

Forest plot of examination scores for PBL compared with LBL. CI = confidence interval, LBL = lecture-based learning, PBL = problem-based learning.

Figure 4.

Publication bias of (A) examination scores, (B) proportion of satisfaction on improving learning interest, (C) proportion of satisfaction on improving comprehension of knowledge, (D) proportion of satisfaction on improving thinking ability, (E) proportion of satisfaction on improving self-study ability, (F) proportion of satisfaction on improving communication skills, (G) students’ self-rated scores on learning interest, (H) students’ self-rated scores on comprehension of knowledge, and (I) students’ self-rated scores on thinking ability. RR = risk ratio, SE = standard error, SMD = standardized mean difference.