Abstract:

Problem-based learning (PBL) is a teaching method, first developed at McMaster University in the 1960s, that uses problems or cases to stimulate the students to construct the most appropriate solution. Schools of Pharmacy can use PBL to implement the learning of basic sciences with clinical practice to anticipate learning outcomes and practice competencies of third-year pharmacy students. In the current project, the stimulus for the learning process is a clinical case of multiple sclerosis (MS), it was used for the basis of discussion and learning. First, seminar-based classes with general physiology objectives were introduced to the students to show the physiological mechanisms of action potential nerve transmission. Next, pathophysiology of MS with the aim to strengthen and develop a more effective student formation. PBL method was implemented in a pathophysiology seminar/laboratory based course. Students were distributed into twelve small groups led by facilitators. Discussion sessions during the case-problem seminar were held for 2 hours where students had to work cooperatively to solve complex real problems, and the tutor acted as a coach guiding the discussions. One week later, students had a short-answer and essay questions exam. Preliminary results suggest that the use of PBL method enhanced communication skills, self-responsibility for learning and the ability to work with a team to solve problems. Implementation of PBL into colleges of pharmacy may improve the abilities of third-year pharmacy students, thus favoring the challenges of the new era of pharmaceutical care.

Keywords:

Problem based Learning (PBL), pathophysiology, active learning, critical thinking, sensory nervous system, multiple sclerosis (MS).