The power of the virtual client–using problem-based learning as a tool for integration in a pharmaceutical sciences laboratory course

Abstract

This paper describes the design of a new practical class in pharmaceutical chemistry, which creatively guides the students through the subject area of physical and analytical sciences with the help of a ‘virtual client’. The design focuses on the active integration of knowledge and professional skills in an area which has been seen to be typically least popular with the students. The course is designed for a duration of 20 teaching weeks, categorized into four 5-week blocks, where the same set of learning outcomes are repeatedly approached from different angles. Students are provided with feed-back and feed-forward points after each 5-week block. Evaluation of the design has shown that the students actively learn to integrate knowledge and positively engage with the practical and their ‘virtual client’. Engagement parameters, such as peer observations and marks, grades, and attendance are all very encouraging compared to traditional practical classes.