Problem-based Learning in Medicinal Chemistry Laboratory from Pharmacy Students’ Perspective

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:

Keywords: Problem-based Learning; Science Education; Medicinal Chemistry Laboratory; Pharmacy students