Project-based learning (PBL) is an educational methodology that employs authentic projects as an organizational framework to engage students in completing actual or simulated tasks, thereby enhancing their practical skills and problem-solving capabilities. While PBL has gained widespread adoption across various disciplines in recent years, its application in instrumental analysis courses remains limited. This study investigates the integration of PBL into the instrumental analysis curriculum for pharmacy students with the objective of improving learning outcomes and equipping students with the skills to address practical challenges through course redesign. Specifically, a commercially available C100 beverage was selected as the central research subject, with the quantification of vitamin C and sodium ions serving as the core analytical tasks. Over a 4 week instructional period, four student groups carried out the full experimental workflow, including experimental design, collaborative discussion and optimization, practical execution, and composition of experimental reports. Postcourse feedback revealed that students highly valued the engaging nature of PBL and significant improvements in their individual experimental skills and team collaboration abilities. Additionally, students offered constructive suggestions for refining the evaluation system and diversifying the curriculum projects, providing valuable insights for future teaching enhancements. In summary, the PBL approach presents significant advantages over traditional teaching approaches in the context of instrumental analysis, providing both effective practical experience and theoretical support for the reform of this course.
Liu et al. (Mon,) studied this question.