Large Group Problem-Based Learning: A Revision from Traditional to Pharmaceutical Care-Based Therapeutics.

INTRODUCTION Over the last several years, many professional schools have investigated the benefits of problem-based learning and made the decision to revise their curricula to incorporate the principles of this type of education. In addition, many Faculties of Pharmacy have begun to incorporate the principles of pharmaceutical care into various courses in their programs. Several of the difficulties associated with revising courses to incorporate both problem-based learning and pharmaceutical care include limited human resources, large class size, lack of financial resources and lack of availability of well-described methods of teaching about the provision of pharmaceutical care. In 1991, the undergraduate therapeutics course at the University of Toronto Faculty of Pharmacy was revised to incorporate the principles of problem-based learning and pharmaceutical care. Prior to 1993, the Faculty of Pharmacy at the University of Toronto offered a four year baccalaureate program which