Zhao, Y.-J.; Huang, F.-Q.; Liu, Q.; Li, Y.; Alolga, R. N.; Zhang, L.; Ma, G.

Objective: This study aimed to comprehensively evaluate the effect of PBL on problem-solving, self-directed learning, and critical thinking ability of pharmaceutical students through a randomized controlled trial (RCT) and meta-analysis of RCTs. Methods: In 2021, 57 third-year pharmacy students from China Pharmaceutical University were randomly divided into a PBL group and a lecture-based learning (LBL) group. Mean scores were compared between the two groups for problem-solving, self-directed learning, communication skills, critical thinking, and final exam grades. Students\' feedback on the implementation of PBL was also collected. A meta-analysis was subsequently performed on eight studies involving 1,819 students. Results: The PBL group had significantly higher mean scores for problem-solving (8.43+/-1.56) and self-directed learning (7.39+/-1.19) than the LBL group (7.02+/-1.72 and 6.41&+/-1.28, respectively). The PBL group also showed better communication skills (8.86+/-1.47) than the LBL group (7.68+/-1.89). The mean level of critical thinking was significantly higher in the PBL group than the LBL group (p=0.02). The PBL group also had better final exam grades (79.86+/-1.38) compared to the LBL group (68.1+/-1.76). Student feedback on PBL implementation was positive. The subsequent meta-analysis confirmed these findings. Conclusion: This study found that PBL is an effective teaching method for pharmacy students.