Effectiveness of the Problem-Based-Learning (PBL) Approach to Teaching and Learning in Improving Students’ Engagement in Learning Pharmacology

Abstract

Problem-Based Learning (PBL) has been widely recognised as an effective active learning strategy in health professions education. This action research study examined the effectiveness of integrating PBL with traditional lectures to enhance nursing students’ engagement and learning in pharmacology. The study was conducted with a cohort of 90 Nursing Associate students, of whom 30 completed a perceived benefits questionnaire. The intervention involved a structured PBL approach using patient-centred case scenarios, small-group discussions, and facilitated presentations over one academic module. Data were collected using a researcher-developed five-point Likert-scale questionnaire with established internal consistency (Cronbach’s alpha = 0.78), supplemented by facilitator observations and analysis of student presentations. Descriptive analysis indicated high levels of perceived engagement, motivation, teamwork, and perceived relevance to clinical practice. Additionally, academic performance improved compared to the previous cohorts, with a higher pass rate and mean scores. While findings suggest that combining lectures with PBL may enhance student engagement and applied understanding of pharmacology, the study is limited by reliance on self-reported data and a modest response rate. The study highlights the potential of PBL as a pedagogical approach in nursing pharmacology and underscores the need for future research incorporating multiple data sources and pre/post evaluation measures. The study’s objectives are: 1) to boost nursing students' engagement and interest in pharmacology, 2) to deepen their understanding of medication management through PBL, and 3) to enhance patient safety by reducing medication errors.