Elena Korobova, Sergey Romanov, Jaume B Bech, Victor Berezkin, Denis Dolgushin, Vladimir Baranchukov, Nikolay Dogadkin
On the ordered nature of redistribution of technogenic elements in undisturbed elementary landscape-geochemical systems of the temperate zone on the example of the Chernobyl 137Cs fallout
Environmental geochemistry and health
problembased learning pbl introduced address passive teaching limitations however fully characterised teaching modality pharmacology present study investigated factors affecting pharmacology learning integrated pblbased curriculum diverse learners year 1 undergraduate medical students two cohorts st georges university london university nicosia participated statistical analysis pharmacology knowledge scores beginning pretest end academic year posttest investigated readiness benefit pbl based diverse student characteristics educational background age gender country origin ethnicity native language pbl experience focus groupsinterviews survey investigated aspects integrated pbl impacting learning depth pre posttest scores positively correlated students biomedical sciences degrees performed better pharmacology pre posttests postgraduate degree holders performed better pretest effect size moderate magnitude however progress learning posttest performance controlling pretest scores unaffected qualitative analysis revealed three major themes 1 pbl learning environment 2 pbl learning environment pharmacology 3 pbl learning environment confidence prescribing theme one skill development knowledge acquisition collaboration selfdirected learning group dynamics preferred teaching methods discussed theme two contextual learning depth knowledge material correctness raised theme 3 students expressed variability prescribing confidence perceived learning could improved better integration references earlier lectures pbl facilitators greater content expertise survey findings consistent focus groupsinterviews pharmacology learning pblbased curriculum facilitated constructive collaborative contextual learning baseline pharmacology knowledge may advantageous aforementioned characteristics studied may affect readiness benefit pbl however instructional scaffolding needed example resources lectures selfassessment results study inform evidencebased curriculum reform support student learning addressing learning needs could ultimately contribute reducing medication errors effective training future prescribers