Table 2 Identification of students’ perception

[26, 31]

Students rated, from 0 to 10, the acquisition of a list of generic skills developed during the course (hypothesis development, argumentation, synthesising, data analysis, communication skills, time management, cooperative working, etc.)

[29]

Questionnaire taken at the time of graduation and 1 year after with 24 questions on demographics, College of Pharmacy and practice experience, educational preparation and opinions about the overall educational experience and learning methods.

[32]

Students answered “agree”, “neutral” or “disagree” to 7 questions regarding the effectiveness of the teaching method and student’s attitude and satisfaction. Results were statistically analyzed.

[33]

Student’s satisfaction was evaluated for various aspects (e.g. motivation to prepare before class, ability of thinking, activating class atmosphere, teamwork spirit, problem-solving skills, understanding of difficult topics, etc.) in a 4-point-scale: excellent, good, fair and poor.

[34]

An online survey evaluated student’s perception regarding the teaching strategies.

[35]

At the end of each semester, students answered 3 questions on a scale from 1 to 7 on their perception of learning and satisfaction: I am satisfied with what I learned in this course; on a scale of 1 to 7 this course was…; I learned a good deal of factual material in this course.

[36]

A Likert 5-point scale was used to assess students’ perception on 4 aspects: learning/understanding, interest/motivation, training one’s personal abilities and satisfaction, and confidence acquired. Results were statistically analyzed.

[37]

Two questions were asked to investigate student’s preference: if you had the possibility to choose before the course, would you have opted for the h-PBL course or lectured-based? After the course, would you now opt for the h-PBL or lecture-based course if you had to choose again?

A second questionnaire assessed student’s satisfaction with the h-PBL course (content, framework, subjective effects, etc.). It included 20 questions that were answered using a Likert 5-point scale. The students also had the option to comment on the contents of the tutorial as well as on possibilities for improvement in full text.

[38]

Student’s satisfaction and perception of the course was assessed based on the feedback given to the instructors as well as the student’s retention rate during 2 semesters.

[39]

Two questionnaires (at the beginning of the 1st academic year and at the end of the 2nd) assessed the student’s learning preferences, and the students were classified according to 4 kinds of learners: assimilators, convergers, divergers and accommodators.