The impact of Problem-Based Learning on pharmacy students’ knowledge acquisition and satisfaction in a toxicology course
Published: July 12, 2026
Abstract
This study evaluates the impact of problem-based learning (PBL) on pharmacy students’ acquisition of professional knowledge and their affective responses to the Toxicology course. The findings demonstrate that PBL yields significantly superior outcomes compared with traditional instructional methods across three key dimensions: knowledge, confidence, and attitude. Specifically, students in the experimental group achieved significantly higher knowledge scores than those in the control group (83.93 vs. 80.73; t = 7.69) and reported greater confidence in applying course concepts (65.80 vs. 59.27; t = 2.895). In terms of attitude, the PBL group attained a mean score of 130.07 (t = 3.14), corresponding to a “Very Positive” rating. These results confirm that PBL is a highly effective pedagogical approach for strengthening professional competence while fostering more positive attitudes and greater confidence among pharmacy students
Ngô Thị Mộng Tuyền, Nguyễn Thị Anh Phương (2022). Đánh giá hiệu quả và khả năng ứng dụng Ubiquitous-based learning trong khóa học về chăm sóc người bệnh sa sút trí tuệ cho sinh viên điều dưỡng. Tạp chí Y Dược học - Trường Đại học Y Dược Huế, số 6, tập 12.
2.
Nguyễn Hồng Hải và cộng sự (2021). Hiệu quả của mô hình “Học theo dự án” trong việc phát triển kỹ năng cho sinh viên chương trình chất lượng cao Trường Đại học Bách khoa - Đại học Đà Nẵng. Tạp chí Khoa học và Công nghệ - Đại học Đà Nẵng, 19(8).
3.
Alreshidi A, Alreshidi H. (2025). The effectiveness of problem-based learning (PBL) in enhancing critical thinking skills in medical education: a systematic review and meta-analysis. Front Education, 10, 1565556.
4.
Cui H., Yao Y., Zhang J., Sun, L., & Huang, X. (2024). Evaluation of problem-based learning for pharmacology education in undergraduate students: A systematic review and meta-analysis. Medicine, 103(41).
5.
Li J, Li QL, Cui J, et al. (2021). The effectiveness of problem-based learning compared with lecture-based learning in surgical education: a systematic review and meta-analysis. Journal of Dental Education, 85(7),1303-1315.
6.
Trullàs JC, Blay C, Sarri E, Limon E. (2022). Effectiveness of problem-based learning methodology in undergraduate medical education: a systematic review. BMC Medical Education, 22(1):104.
7.
Zhang W., Wei J., et al. (2024). Comparing the effects of team-based and problem-based learning in medical education: A systematic review and meta-analysis. BMC Medical Education, 24(1), 656.
