ArticleBritish journal of clinical pharmacology2026
Using non-linear slide decks to administer individualized problem-based learning assessments within pharmacology education.
Article in British journal of clinical pharmacology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Using non-linear slide decks to administer individualized problem-based learning assessments within pharmacology education.British journal of clinical pharmacology · 2026Article
- Using assessment in pharmacology to drive learning in the right direction.British journal of clinical pharmacology · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
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 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.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.