A Decade of Teaching Pharmaceutics Using Case Studies and Problem-Based Learning

Abstract

Objectives. For the past decade, pharmaceutics at the University of Southern California has been taught using a case-study—driven problem-based learning (PBL) approach. In this paper, we document our experience with this teaching approach and describe the evolution of the course. Methods. Over the 10-year period we have refined our teaching methodology based on the suggestions of students and faculty, and in response to changes in our teaching environment. Case studies have remained as the most important element of the pharmaceutics course, and the use of verbal assessment of student performance has also been consistently emphasized. Results. There is a good relationship between student learning and case study performance in the PBL environment, as measured by grades for written case study reports and examination scores. This relationship holds from year to year, and applies equally to both stronger and weaker students. Conclusions. A case study-driven PBL course with a large class size can be effective i...