A model for small-group problem-based learning in a large class facilitated by one instructor

Abstract

Objective. To implement and evaluate a model for small-group problem-based learning (PBL) in a large class facilitated by 1 instructor. Design. A PBL model that included weekly assignments, quizzes, peer feedback, and case wrap-up sessions was developed and implemented in the final year of the pharmacy program to allow 1 instructor to facilitate PBL for up to 16 student teams in a large classroom. Assessment. Student and team scores on multiple-choice examinations confirmed achievement of learning objectives. Students reported on course evaluation surveys that they were able to engage in the learning process and were satisfied with the new PBL model. This model achieved a cost savings of $42,000 per term. Conclusions. A revised PBL model without individual group tutors allowed students to achieve the required learning outcomes in an interactive and engaging atmosphere, avoided classroom-scheduling conflicts, and produced a large cost savings for the university.