Problem-based Learning in Medicinal Chemistry Laboratory from Pharmacy Students’ Perspective
Ensieh Masoud Hamidi Ravari1, Esmat Nouhi2
- 1Department of pharmaceutical chemistry, Physiology research center, Kerman university of medical sciences, Kerman, Iran.
- 2Razi Nursing & Midwifery school, Education Development Center (EDC) Kerman university of medical sciences, Kerman, Iran.
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Received: 16-10-2013; Revised: 20-01-2014; Accepted: 04-04-2014.
Volume 48, Issue 2 · pp. 4–8 · PUBLISHED 2014 · DOI: 10.5530/ijper.48.2.2
ABSTRACT
The aim of this research was to assess advantages and disadvantages of the modified version of PBL in Medicinal chemistry laboratory courses Method: This research was a self-control trial which means that the training method in the previous semester (non-PBL) was used as control. Seventy three students reflected the effectiveness of applying the modified version of PBL on a 19 item questionnaire. The reliability and validity of the questionnaire was confirmed by Cronbach- alpha test (r=0.72) and experts, opinions respectively. Collected data was analyzed by using ANOVA and T-test (p<0.05). Results: The students believed that using the pre-lab questionnaire increased rate of experience and comprehension, reformed problems and study before the class session 69.6%, 74.6%, 79%, 66% respectively. It reduced errors in experience resulted (65.8%) and prepared sufficient guideline on how to write the details (67%). Conclusion: pre-lab questionnaire via PBL method stimulated students’ activities and achievements in the learning process. Keywords:
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Ravari, E. M. H., & Nouhi, E. (2014). Problem-based Learning in Medicinal Chemistry Laboratory from Pharmacy Students’ Perspective. Indian Journal of Pharmaceutical Education and Research, 48(2), 4–8. https://doi.org/10.5530/ijper.48.2.2