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Problem‐based teaching in a large classroom setting for on‐campus and off‐campus students
Author(s) -
Scofield Margaret Ann,
Bockman Charles S.,
Huggett Kathryn D.,
Abel Peter W.
Publication year - 2009
Publication title -
the faseb journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.709
H-Index - 277
eISSN - 1530-6860
pISSN - 0892-6638
DOI - 10.1096/fasebj.23.1_supplement.463.8
Subject(s) - small group learning , pharmacy , medical education , large group , problem based learning , mathematics education , psychology , computer science , medicine , family medicine
Previous studies emphasize that large group settings hinder successful learning, particularly for problem‐based discussions. Our on‐campus pharmacy students have previously used small group sessions to discuss problem‐based cases that reinforce didactic lectures in a year‐long ten credit course in pharmacology. However, instructor led, small group sessions are not practical for problem‐based discussions by off‐campus students. Our objective was to develop, implement and evaluate a problem‐based discussion in a large group environment and capture the visual and auditory portions of the discussion for off‐campus students. On‐ and off‐campus students evaluated the new (large group) and past (small group) environments through standard course evaluations and specific questionnaires. The retention of information in both learning environments for both on‐ and off‐campus students was assessed using exam and quiz grades. We found an increase in on‐campus student participation in the new (large group) environment and favorable comments by both on‐ and off‐campus students. Knowledge retention was enhanced in the new (large group) environment as evidenced by an increase in quiz and exam median scores for both sets of students. This methodology may prove valuable and reassuring where on‐ or off‐campus resources may not be available to implement numerous small group sessions for problem‐based learning.