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Using non‐linear slide decks to administer individualized problem‐based learning assessments within pharmacology education

Wendy Francis Orcid Logo, Nia Davies, Aidan Seeley Orcid Logo

British Journal of Clinical Pharmacology, Pages: 1 - 8

Swansea University Authors: Wendy Francis Orcid Logo, Nia Davies, Aidan Seeley Orcid Logo

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DOI (Published version): 10.1002/bcp.70248

Abstract

AimProblem-based learning (PBL) is an established approach in medical, nursing, pharmacy and veterinary medicine education. This study describes the implementation and aims to evaluate the use of non-linear slide decks as a method to deliver PBL as individualized student assessments within pharmacol...

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Published in: British Journal of Clinical Pharmacology
ISSN: 0306-5251 1365-2125
Published: Wiley 2025
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URI: https://cronfa.swan.ac.uk/Record/cronfa70121
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last_indexed 2026-01-28T05:33:35Z
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spelling 2026-01-27T11:09:36.3121856 v2 70121 2025-08-07 Using non‐linear slide decks to administer individualized problem‐based learning assessments within pharmacology education f0ec2a3fdae1cf112579d579afbe9813 0000-0002-7952-2770 Wendy Francis Wendy Francis true false 977abe5c673627024e4913d034dcbc95 Nia Davies Nia Davies true false c69dba86b3ccf9a140b67b7e97d68bba 0000-0001-7085-4296 Aidan Seeley Aidan Seeley true false 2025-08-07 MEDS AimProblem-based learning (PBL) is an established approach in medical, nursing, pharmacy and veterinary medicine education. This study describes the implementation and aims to evaluate the use of non-linear slide decks as a method to deliver PBL as individualized student assessments within pharmacology education. This approach, originally developed in response to the COVID-19 pandemic, has been evaluated over 5 years since its integration within undergraduate pharmacology modules.MethodsTwo non-linear slide decks were designed using Microsoft PowerPoint with interactive hyperlink navigation, allowing dynamic and student-directed progression through two scenarios: a summative clinical toxicology assessment and a formative pharmacokinetic calculation activity.ResultsComparative analysis of student performance demonstrated that grades achieved via non-linear PBL (67.6 ± 10.4%, n = 140) were comparable to those from essays (65.3 ± 12.7%, n = 83) and oral presentations (66.0 ± 6.5%, n = 56), though lower than online quizzes (71.4 ± 11.3%, n = 141). Furthermore, student feedback (n = 31) demonstrated positive student perceptions of non-linear PBL.ConclusionDespite the increased complexity involved in developing and integrating non-linear PBL resources, this methodology offers an engaging, flexible and pedagogically robust strategy that promotes active learning. It addresses long-standing challenges associated with group-based PBL formats while meeting recommended pharmacology education curricula. Journal Article British Journal of Clinical Pharmacology 0 1 8 Wiley 0306-5251 1365-2125 assessment, education, pharmacology, problem-based learning 21 8 2025 2025-08-21 10.1002/bcp.70248 COLLEGE NANME Medical School COLLEGE CODE MEDS Swansea University SU Library paid the OA fee (TA Institutional Deal) Swansea University 2026-01-27T11:09:36.3121856 2025-08-07T10:00:58.1131706 Faculty of Medicine, Health and Life Sciences Swansea University Medical School - Biomedical Science Wendy Francis 0000-0002-7952-2770 1 Nia Davies 2 Aidan Seeley 0000-0001-7085-4296 3 70121__35109__253efc2105ad4f458229c6087fc265cd.pdf 70121.VoR.pdf 2025-09-17T15:46:44.1805213 Output 2210751 application/pdf Version of Record true © 2025 The Author(s). This is an open access article under the terms of the Creative Commons Attribution License. true eng http://creativecommons.org/licenses/by/4.0/
title Using non‐linear slide decks to administer individualized problem‐based learning assessments within pharmacology education
spellingShingle Using non‐linear slide decks to administer individualized problem‐based learning assessments within pharmacology education
Wendy Francis
Nia Davies
Aidan Seeley
title_short Using non‐linear slide decks to administer individualized problem‐based learning assessments within pharmacology education
title_full Using non‐linear slide decks to administer individualized problem‐based learning assessments within pharmacology education
title_fullStr Using non‐linear slide decks to administer individualized problem‐based learning assessments within pharmacology education
title_full_unstemmed Using non‐linear slide decks to administer individualized problem‐based learning assessments within pharmacology education
title_sort Using non‐linear slide decks to administer individualized problem‐based learning assessments within pharmacology education
author_id_str_mv f0ec2a3fdae1cf112579d579afbe9813
977abe5c673627024e4913d034dcbc95
c69dba86b3ccf9a140b67b7e97d68bba
author_id_fullname_str_mv f0ec2a3fdae1cf112579d579afbe9813_***_Wendy Francis
977abe5c673627024e4913d034dcbc95_***_Nia Davies
c69dba86b3ccf9a140b67b7e97d68bba_***_Aidan Seeley
author Wendy Francis
Nia Davies
Aidan Seeley
author2 Wendy Francis
Nia Davies
Aidan Seeley
format Journal article
container_title British Journal of Clinical Pharmacology
container_volume 0
container_start_page 1
publishDate 2025
institution Swansea University
issn 0306-5251
1365-2125
doi_str_mv 10.1002/bcp.70248
publisher Wiley
college_str Faculty of Medicine, Health and Life Sciences
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hierarchy_top_id facultyofmedicinehealthandlifesciences
hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str Swansea University Medical School - Biomedical Science{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}Swansea University Medical School - Biomedical Science
document_store_str 1
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description AimProblem-based learning (PBL) is an established approach in medical, nursing, pharmacy and veterinary medicine education. This study describes the implementation and aims to evaluate the use of non-linear slide decks as a method to deliver PBL as individualized student assessments within pharmacology education. This approach, originally developed in response to the COVID-19 pandemic, has been evaluated over 5 years since its integration within undergraduate pharmacology modules.MethodsTwo non-linear slide decks were designed using Microsoft PowerPoint with interactive hyperlink navigation, allowing dynamic and student-directed progression through two scenarios: a summative clinical toxicology assessment and a formative pharmacokinetic calculation activity.ResultsComparative analysis of student performance demonstrated that grades achieved via non-linear PBL (67.6 ± 10.4%, n = 140) were comparable to those from essays (65.3 ± 12.7%, n = 83) and oral presentations (66.0 ± 6.5%, n = 56), though lower than online quizzes (71.4 ± 11.3%, n = 141). Furthermore, student feedback (n = 31) demonstrated positive student perceptions of non-linear PBL.ConclusionDespite the increased complexity involved in developing and integrating non-linear PBL resources, this methodology offers an engaging, flexible and pedagogically robust strategy that promotes active learning. It addresses long-standing challenges associated with group-based PBL formats while meeting recommended pharmacology education curricula.
published_date 2025-08-21T05:31:44Z
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