Problem - based learning (PBL), is one of the most important progresses in the quality improvement of educational methods during the late years of 20th century, Although, that is presented as one of the learning methods, there is much controversy about its role as an alternative for traditional methods of medical education. This is the fist study of PBL method in Pharmacology at the Babol university of medical sciences. 57 medical studets (32 female & 25 male) were entered to the study. ,After training of them, they were divided into three equal groups with one topic of phamacology for each group that could be presented as PBL educational method. Each group had one month ro get ready. for PBL session. For comparison between two methods the same topics offered to the subjects as traditional method. After the ending of program two examinations were given one based on PBL method and the other on traditional training. Finally, all data were analysed by t-student and Mann-Whitney statisitical tests and differences between each point was considered significant at p<0.05. Results show that females have greater score of PBL in comparison to that of males. Totally, score of PBL method is greater than that of traditional one (12.56 vs 11.5 p=0.00).Despite differences between two sexes, it has not been found any significant change in score of males and females in PBL method, Most of students (50.9%) agree with PBL method, and 88% were interested in group working and finally, 92.2% were satisfied with this method of learning. Based on obtained results, it is concluded that students are more frequently interested in learning by PBL method. More attention must be paid to improve learning capabilities by replacing traditional education methods with new ones. At present, however, modification of our traditional method of education is not attainable in Iran.

Background & Aim: The inadequate level of pharmaceutical knowledge of nursing students carries the risk of medication errors, and this is one of the main concerns of clinical educators. Therefore, the aim of the study was to determine the effect of targeted and game-based Pharmacology education on Pharmacology scores of nursing students. Methods & Materials: This quasi-experimental interventional study was conducted through the census method on third-semester nursing students of Abadan University of Medical Sciences in 2018-2019. The intervention included teaching clinical Pharmacology in the form of game during an internship course (including 10 sessions). The first to third sessions included holding the Pharmacology theoretical class, the fourth to ninth sessions included playing game, theoretical classes, and clinical practice, and the tenth session included a station review program and a competitive pharmaceutical data pool program. The Pharmacology exam was given before and after the intervention. The data was analyzed by paired t-test using the SPSS software version 18. Results: There were 77 students until the end of the study, of whom 42 were female and 35 were male. Their mean age was 21± 2 years, the total average of students was 15. 57± 3. 81 with a mean Pharmacology score of 14. 74± 3. 42. According to the test results, the pre-test mean score was 26. 06± 5. 83 and the post-test mean score was 31. 58± 4. 02, which indicated a significant difference between before and after the intervention (P<0. 001). Conclusion: This purposeful educational program increased the level of Pharmacology scores of nursing students and can be used as a suitable method to improve students' knowledge and understanding of Pharmacology.

At the outset, I would like to congratulate Dr Tara Shanbhag (my teacher) for bringing out a very good book for medical undergraduates. Her long haul of teaching experience is very much evident as ones read the book.