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Fulltext Perceptions of Australian and Malaysian Educators in an Undergraduate Pharmacy Program on Case-based Learning

Jacob SA, Dhing OH, Malone D

Am J Pharm Educ, 2019 Apr;83(3):6597.
PMID: 31065163 DOI: 10.5688/ajpe6597

Objective. To determine the perceptions of lecturers toward case-based learning (CBL) and to elicit their feedback and opinions regarding the design of CBL sessions within the pharmacy curricula. Methods. One-on-one interviews were conducted with 10 academic staff members involved in teaching an undergraduate Bachelor of Pharmacy (BPharm) program. All sessions were audio-recorded and field notes were compiled. The recordings were transcribed, and thematic analysis of responses was performed. Results. Four key themes were identified: perceived benefits of CBL, challenges in implementing CBL within the curricula, characteristics of effective and engaging CBL, and relevance and implementation of CBL within the curriculum. Some of the specific benefits of CBL identified by participants included the applicability of knowledge learned to students' future role as pharmacists. Participants also identified challenges such as the design of CBL cases and course time constraints. Respondents also emphasized the need for more training for facilitators in how to design cases and facilitate sessions. Conclusion. While participants identified numerous benefits of CBL, they also identified challenges to implementing this learning method within the pharmacy school curriculum. Paying careful attention to selecting facilitators and providing appropriate facilitator training, in terms of facilitation and case design, is paramount in effectively implementing CBL sessions.

Matched MeSH terms: Problem-Based Learning/methods*
Fulltext Pharmacy students' perspective on remote flipped classrooms in Malaysia: a qualitative study

Wong WJ, Lee SWH, Lee RFS

J Educ Eval Health Prof, 2025;22:2.
PMID: 39805656 DOI: 10.3352/jeehp.2025.22.2

PURPOSE: This study aimed to explore pharmacy students' perceptions of remote flipped classrooms in Malaysia, focusing on their learning experiences and identifying areas for potential improvement to inform future educational strategies.
METHODS: A qualitative approach was employed, utilizing inductive thematic analysis. Twenty Bachelor of Pharmacy students (18 women, 2 men; age range, 19-24 years) from Monash University participated in 8 focus group discussions over 2 rounds during the coronavirus disease 2019 pandemic (2020-2021). Participants were recruited via convenience sampling. The focus group discussions, led by experienced academics, were conducted in English via Zoom, recorded, and transcribed for analysis using NVivo. Themes were identified through emergent coding and iterative discussions to ensure thematic saturation.
RESULTS: Five major themes emerged: flexibility, communication, technological challenges, skill-based learning challenges, and time-based effects. Students appreciated the flexibility of accessing and reviewing pre-class materials at their convenience. Increased engagement through anonymous question submission was noted, yet communication difficulties and lack of non-verbal cues in remote workshops were significant drawbacks. Technological issues, such as internet connectivity problems, hindered learning, especially during assessments. Skill-based learning faced challenges in remote settings, including lab activities and clinical examinations. Additionally, prolonged remote learning led to feelings of isolation, fatigue, and a desire to return to in-person interactions.
CONCLUSION: Remote flipped classrooms offer flexibility and engagement benefits but present notable challenges related to communication, technology, and skill-based learning. To improve remote education, institutions should integrate robust technological support, enhance communication strategies, and incorporate virtual simulations for practical skills. Balancing asynchronous and synchronous methods while addressing academic success and socioemotional wellness is essential for effective remote learning environments.

Matched MeSH terms: Problem-Based Learning/methods
Seeing the wood for the trees: approaches to teaching and assessing clinical pharmacology and therapeutics in a problem-based learning course

Azer SA, Frauman AG

Ann Acad Med Singap, 2008 Mar;37(3):204-9.
PMID: 18392299

For about 50 years, clinical pharmacology and therapeutics have been taught in the medical schools via traditional lectures and practical classes. During this time, significant changes have occurred in our understanding of medicine and basic sciences. Also the needs for our community have changed dramatically. The explosion of scientific discoveries, the use of new technologies in disease diagnosis, the availability of a wide range of therapeutic options, and the availability of knowledge to everyone via the Internet have necessitated new approaches for teaching medical and other health professional students. Finding information related to a topic has not become a priority in teaching, what has become more important is to teach undergraduate students how to think in addition to what to think. Applying information learnt and assessing its significance in real life situations has become mandatory. The aims of this paper were: (i) to discuss the model we used in introducing clinical pharmacology and therapeutics teaching in the undergraduate course at the University of Melbourne and the educational principles behind the model, and (ii) to discuss the new tools of assessment used in a problem-based learning (PBL) curriculum.

Matched MeSH terms: Problem-Based Learning*
Addressing the learning needs of multidisciplinary students at a distance using a virtual learning environment (VLE): A novice teacher reflects

Janes G

Nurse Educ Pract, 2006 Mar;6(2):87-97.
PMID: 19040861 DOI: 10.1016/j.nepr.2005.09.003

This paper analyses the experience of one individual in the development and delivery of an innovative, undergraduate leadership development module. The module is accessed by practising health care professionals in Malaysia as part of a top-up Honours Degree and is delivered solely using a virtual learning environment (VLE), in this case Blackboard. The aim of this analysis is to contribute to the current body of knowledge regarding the use of VLE technology to facilitate learning at a distance. Of particular relevance is the paper's focus on: the drivers for e-learning; widening participation and increasing access; the experience of designing and delivering learning of relevance for this contemporary student population and evaluating the VLE experience/module. The development and delivery of this module is one result of a rapidly growing area of education. As a novice teacher in her first year in the higher education sector, this experience was a significant and stimulating challenge for a number of reasons and these are explored in greater depth. This is achieved by means of personal reflection using the phases of module development and delivery as a focus.

Matched MeSH terms: Problem-Based Learning
Fulltext Perception of content and non-content expert facilitators of PBL according to students' performance levels

Ismail NA, Alias E, Arifin KT, Damanhuri MH, Karim NA, Aan GJ

Pak J Med Sci, 2015 Nov-Dec;31(6):1537-41.
PMID: 26870131 DOI: 10.12669/pjms.316.8691

Problem-based learning (PBL) is a student-centred learning system that involves multidisciplinary fields focused on problem solving. Facilitators of PBL are not necessarily content experts but little is known on how this concept has affected the outcomes of PBL sessions in learning Medical Biochemistry. We aimed to evaluate the impact of having the content expert as a facilitator in conducting PBL.

Matched MeSH terms: Problem-Based Learning
Fulltext Problem characterization for visual analytics in MOOC learner's support monitoring: A case of Malaysian MOOC

Asli MF, Hamzah M, Ibrahim AAA, Ayub E

Heliyon, 2020 Dec;6(12):e05733.
PMID: 33426320 DOI: 10.1016/j.heliyon.2020.e05733

Malaysia and many other developing countries progressively adopting massively open online course (MOOC) in their national higher education approach. We have observed an increasing need for facilitating MOOC monitoring that is associated with the rising adoption of MOOCs. Our observation suggests that recent adoption cases led analyst and instructors to focus on monitoring enrolment and learning activities. Visual analytics in MOOC support education analysts in analyzing MOOC data via interactive visualization. Existing literature on MOOC visualization focuses on enabling visual analysis on MOOC data from forum and course material. We found limited studies that investigate and characterize domain problems or design requirements of visual analytics for MOOC. This paper aims to present the empirical problem characterization and abstraction for visual analytics in MOOC learner's support monitoring. Detailed characterization and abstraction of the domain problem help visualization designer to derive design requirements in generating appropriate visualization solution. We examined the literature and conducted a case study to elicit a problem abstraction based on data, users, and tasks. We interviewed five Malaysian MOOC experts from three higher education institutes using semi-structured questions. Our case study reveals the priority of enabling MOOC analysis on learner's progression and course completion. There is an association between design and analysis priority with the pedagogical type of implemented MOOC and users. The characterized domain problems and requirements offer a design foundation for visual analytics in MOOC monitoring analysis.

Matched MeSH terms: Problem-Based Learning
Fulltext The impact of using historical text document resources on the understanding of historical substantive concepts

M. Kaviza

Malaysian Journal of Social Sciences and Humanities, 2019;4(7):208-217.
MyJurnal

This study aims at investigating the effect of using historical text document resources on the historical substantive concepts understanding among Form Four students. A learning activities module was developed based on using historical text document resources as reference for intervention in this study. Pre-Experimental Design: One Group PreTest-PostTest was used in this study. The impact of using historical teks document resources on the historical substantive concepts understanding were measured in the pre-test, post-test and delayed post-test. A sample of respondents comprising 55 students from existing classes was recruited in this study using cluster sampling techniques. The historical substantive concept understanding test was used in this study. Data were analyzed by descriptive and inference statistics using Repeated-Measures One Way ANOVA test. The findings showed that the use of historical text document resources has an impact on the historical substantive concepts understandingand retaintion. The implication of this study is to provide the content and methods for implementation of history learning by using a set of collections of historical text document resources which relevant to a historical topic.

Matched MeSH terms: Problem-Based Learning
Fulltext Applying the learning theories to medical education: A commentary

Sivalingam Nalliah, Nazimah Idris

International e-Journal of Science, Medicine & Education, 2014;8(1):50-57.
MyJurnal

Medical education of today continues to evolve to meet the challenges of the stakeholders. Medical professionals today are expected to
play multiple roles besides being experts. Thus, the curriculum has to be developed in a manner that facilitates learners to achieve the intended goal of becoming a medical professional with multiple competencies. The understanding of learning theories will be helpful in designing and delivering the curriculum to meet the demands of producing a medical professional who would meet the CanMEDS model.
This commentary explores and reflects on the learning theories of behaviorism, cognitivism and constructivism as they have evolved over time and the application of these learning theories in medical education, particularly in the context of medical education in Malaysia. The authors are convinced that these three theories are not mutually exclusive but should be operationalized contextually and throughout the
different stages of learning in the MBBS curriculum. Understanding these theories and their application will enhance the learning experience of students.

Matched MeSH terms: Problem-Based Learning
Fulltext Learning through teaching and sharing in the Jigsaw Classroom

Ab Murat, N.

Ann Dent, 2008;15(2):71-76.
MyJurnal

Teaching is a complex activity which consists not only of giving instructions but also promotion of learning. Different students have different preference for learning styles. Dental educators must therefore attempt to mix and match their methods of teaching to accommodate students with differing learning styles to provide an opportunity to maximize their learning. This paper aims to share the writer's experience and students' perceptions towards a different mode of teaching/learning method. The Jigsaw Classroom method was employed on University of Malaya's third-year dental students during their Water Fluoridation lecture. At the end of the session, students were asked to reflect upon the learning experience and to inscribe their feelings. Initially, students showed their resentment towards the new learning style but their resistance changed once they got into a group and started to learn from each other. In the reflective essay, most students expressed that learning through teaching and discussing as required in the Jigsaw method enhanced their understanding of the topic and they claimed that they were able to retain the information better. In this study, the Jigsaw method proved that learning in the lecture hall can be fun, educational and enriching.

Matched MeSH terms: Problem-Based Learning
The application of One Health concept to an outdoor problem-based learning activity for veterinary students

Putra TA, Hezmee MN, Farhana NB, Hassim HA, Intan-Shameha AR, Lokman IH, et al.

Vet World, 2016 Sep;9(9):955-959.
PMID: 27733795

The One Health (OH) approach, which seeks to bring together human and animal health, is particularly suited to the effective management of zoonotic diseases across both sectors. To overcome professional silos, OH needs to be taught at the undergraduate level. Here, we describe a problem-based learning activity using the OH approach that was conducted outdoors for 3(rd)-year veterinary students in Malaysia.

Matched MeSH terms: Problem-Based Learning
Fulltext The naqli and ‘aqli integration in the teachings of community health posting

Dzulhairi, M.R., Zarina, A.R., Nooriah, M.S., Yunus, M.

International Medical Journal Malaysia, 2015;14(1):83-86.
MyJurnal

The Community Health Posting teaching module is incorporated in the fourth year medical curriculum at Universiti Sains Islam Malaysia (USIM). The integration of Islamic principles and values in the medical curriculum is emphasized during the Community Health Posting. The Community Health curriculum allow students to appreciate and understand the medical and fiqh aspects of health and disease, the social issues in medical practice and research and to inculcate the practice of Islamic professional etiquettes. The teaching module illustrates the relevance of humanities in understanding illness and medical care within the community. Teaching and learning activities include components that enable the students to explore a wide range of influencing factors and how these affect the patients and their families. Issues pertaining to psychosocial and ecological perspectives of the community are also discussed. This posting utilizes various teaching and learning techniques such as lectures, tutorials, seminars, group discussions, educational visits, practical sessions and patient bedside teaching. In addition, the students are equipped with Islamic knowledge through the integration of Naqli and Aqli components in the Community Health Posting curriculum.

Matched MeSH terms: Problem-Based Learning
Fulltext Explanation identity of basic programming and conceptual change through the game scene

May Asliza Tan Zalilah, Maizatul Hayati Mohamad Yatim, Amri Yusoff

Journal of Engineering and Science Research, 2017;1(2):93-100.
MyJurnal

Learning through game scene is considered a game-based learning approach. Teaching and learning process using game scene is deemed interesting and effective due to the nature for this approach which seems alive with asserted activities. Students experience their own game via narration through the virtual world they undertook. This investigation is targeted towards conceptual change and explanation for basic programming theorem through navigated game scene by evaluating motivation and student experience. 55 respondents consisted of semester three students from computer software application certification a program from a community college is selected for the undertaken study. Motivation and experience surveys are reference based on intrinsic motivation inventory instrument (IMI). Findings were tabulated based on t-test statistics and descriptive to get the frequency, mean, standard deviation and percentage. Initial results reflected student acknowledgement on utilizing game scenes in terms of elaborating basic game programming key points in providing elevated learning experience.

Matched MeSH terms: Problem-Based Learning
Problem-based learning (PBL): making an impact in education

Azila NMA, Sim SM, Tan CPL, Alhady SF

JUMMEC, 1999;4<I> </I>:94-98.

Problem-based learning (PBL) i s an educational reform that is now becoming a household word in higher education, particularly in medical schools. Many medical schools have implemented a full problem-based learning curriculum (PBLC) whiIe some have included PBL into selected units of the course in an otherwise conventional cumculum (embedded PBL) and others run their tutorials in a PBL manner within a modified conventional curriculum (hybrid curriculum). Yet there are others who claim that small components of PBL in a conventional curriculum are not PBL at all. Thus amateurs in the subject matter find difficulty in evaluating the logistics and outcome of these variations. This article focuses or, the general characteristics of PBL and how this learning method can help enhance independent learning and critical thinking, whether in a full, embedded or hybrid curriculum. The extent of PBL to be included and which of the three types is to be adopted depends on the objective of the undergraduate medical course as determined by the faculty, resources available, limitations, feedback on the existing curriculum and various other factors. KEYWORDS: Problem-based Learning (PBL); Embedded PBL; Hybrid PBL; New Integrated Curriculum (NIC).

Matched MeSH terms: Problem-Based Learning
Fulltext Online teaching and learning of a pharmacy curriculum designed for active learning and professional skills development - A report of students' perceptions and learning experience in two international campuses

Caliph SM, Lee CY

Curr Pharm Teach Learn, 2024 Feb;16(2):119-123.
PMID: 38158334 DOI: 10.1016/j.cptl.2023.12.017

BACKGROUND AND PURPOSE: Pharmacy students' perception of the effectiveness of remote online learning experienced during the pandemic, and their learning expectations post-pandemic were unknown. The main purpose of this study was to examine students' perceived effectiveness of online teaching and learning activities developed for active learning and pharmacy professional skills development, and the feasibility of online assessments.
EDUCATIONAL ACTIVITY AND SETTING: A cross-sectional online survey involving second-year pharmacy students of Monash Malaysia (MA) and Monash Australia (PA) campuses was conducted. The survey consisted of 15 Likert-scale multiple-choice questions and an open-ended question. Data were analysed statistically.
FINDINGS: Students at both MA and PA campuses were satisfied with the remote online learning experienced during the pandemic but indicated a preference for a blended learning approach. Students at the MA campus felt that on-campus face-to-face classes were more engaging and advantageous for their learning and skills development (P

Matched MeSH terms: Problem-Based Learning
Fulltext Dysfunctional problem-based learning curricula: resolving the problem

Lim WK

BMC Med Educ, 2012;12:89.
PMID: 23009729 DOI: 10.1186/1472-6920-12-89

Problem-based learning (PBL) has become the most significant innovation in medical education of the past 40 years. In contrast to exam-centered, lecture-based conventional curricula, PBL is a comprehensive curricular strategy that fosters student-centred learning and the skills desired in physicians. The rapid spread of PBL has produced many variants. One of the most common is 'hybrid PBL' where conventional teaching methods are implemented alongside PBL. This paper contends that the mixing of these two opposing educational philosophies can undermine PBL and nullify its positive benefits. Schools using hybrid PBL and lacking medical education expertise may end up with a dysfunctional curriculum worse off than the traditional approach.

Matched MeSH terms: Problem-Based Learning/methods*; Problem-Based Learning/standards
Fulltext An Integrated Dyspepsia Module for First-year Pharmacy Students

De Matteis CI, Randall MD, Harvey EJ, Morris A, Winkler GS, Boardman HF

Am J Pharm Educ, 2019 Feb;83(1):6508.
PMID: 30894766 DOI: 10.5688/ajpe6508

Objective. To design an integrated dyspepsia module for first year pharmacy students that combines clinical and professional practice with fundamental sciences in five different science subject areas. Methods. The approaches used in designing this module are described with emphasis on strategies adopted to integrate science and practice, and the new ways of working adopted by the design team. Students' views and experiences of the module and its integration were explored using questionnaires. Results. A high proportion of students reported positive views and experiences of the module, the integration and its impact (as self-reported) on their learning and practice. The assessment of student performance indicated learning and attainment was at an appropriate level for a first-year module. Both the student grades and research results indicate a positive student learning experience. Conclusion. The dyspepsia module provides a flexible and effective template for the integration of science and practice in theme-based modules, with students reporting positively about the integration, including their perception of its contribution to improving their learning and understanding. New and more collaborative ways of working are required when designing integrated modules.

Matched MeSH terms: Problem-Based Learning/methods*; Problem-Based Learning/organization & administration*
Twelve tips for effective lecturing in a PBL curriculum

Malik AS, Malik RH

Med Teach, 2012;34(3):198-204.
PMID: 22364451 DOI: 10.3109/0142159X.2011.588741

Retaining lectures in problem-based learning (PBL) curriculum places new demands on lecturers. In addition to subject knowledge, the lecturers must know the overall aims of the lectures, their context in the course, their relation to the subsequent examinations and the underlying educational philosophy.

Matched MeSH terms: Problem-Based Learning/methods*; Problem-Based Learning/trends
Fulltext Comparing effectiveness of high-fidelity human patient simulation vs case-based learning in pharmacy education

Lee Chin K, Ling Yap Y, Leng Lee W, Chang Soh Y

Am J Pharm Educ, 2014 Oct 15;78(8):153.
PMID: 25386018 DOI: 10.5688/ajpe788153

To determine whether human patient simulation (HPS) is superior to case-based learning (CBL) in teaching diabetic ketoacidosis (DKA) and thyroid storm (TS) to pharmacy students.

Matched MeSH terms: Problem-Based Learning/methods; Problem-Based Learning/standards*
Fulltext Comprehensive Healthcare module: medical and pharmacy students' shared learning experiences

Tan CE, Jaffar A, Tong SF, Hamzah MS, Mohamad N

Med Educ Online, 2014 Jan;19(1):25605.
PMID: 28440130 DOI: 10.3402/meo.v19.25605

Introduction The Comprehensive Healthcare (CHC) module was developed to introduce pre-clinical medical and pharmacy students to the concept of comprehensive healthcare. This study aims to explore their shared learning experiences within this module. Methodology During this module, medical and pharmacy students conducted visits to patients' homes and to related community-based organisations in small groups. They were required to write a reflective journal on their experiences regarding working with other professions as part of their module assessment. Highly scored reflective journals written by students from the 2011/2012 academic session were selected for analysis. Their shared learning experiences were identified via thematic analysis. We also analysed students' feedback regarding the module. Results Analysis of 25 selected reflective journals revealed several important themes: 'Understanding of impact of illness and its relation to holistic care', 'Awareness of the role of various healthcare professions' and 'Generic or soft skills for inter-professional collaboration'. Although the primary objective of the module was to expose students to comprehensive healthcare, the students learnt skills required for future collaborative practice from their experiences. Discussion The CHC module provided early clinical exposure to community-based health issues and incorporated some elements of inter-professional education. The students learnt about the roles of other healthcare professions and acquired soft skills required for future collaborative practice during this module.

Matched MeSH terms: Problem-Based Learning
Promoting problem-based learning (PBL) in nursing education: A Malaysian experience

Achike FI, Nain N

Nurse Educ Pract, 2005 Sep;5(5):302-11.
PMID: 19040837 DOI: 10.1016/j.nepr.2005.04.002

Since the introduction of problem-based learning (PBL) into medical education in the late 1960s, several new and old medical schools have adopted this approach the main attraction of which includes the promotion of student-centered and life-long learning, team spirit, communication skills and enquiry. With an ever-increasing information base and changing attitudes in the health sciences, these are highly desirable characteristics of the health worker of the future, who will be required to grapple with these phenomenal changes. From medical education, the PBL approach has inevitably spread to other disciplines, especially the health-related disciplines. In the Asia-pacific region (Malaysia in particular), PBL was introduced into medical education in the early 1970s, but the growth has been slow; the reasons are discussed. Only recently (in the 1990s) have more medical and non-medical schools started to adopt PBL. The management of the Pantai Institute of Health Science and Nursing decided to adopt PBL for the Nursing curriculum. A one-day introductory workshop was, therefore, organized to expedite the process. Post-workshop feedback obtained through a five-point Likert scale questionnaire indicated a successful outcome. The workshop process is, therefore, documented as reference especially for Nursing colleges in places where PBL expertise is in short supply.

Matched MeSH terms: Problem-Based Learning

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