Using non‐linear slide decks to administer individualized problem‐based learning assessments within pharmacology education

Aim Problem‐based learning (PBL) is an established approach in medical, nursing, pharmacy and veterinary medicine education. This study describes the implementation and aims to evaluate the use of non‐linear slide decks as a method to deliver PBL as individualized student assessments within pharmacology education. This approach, originally developed in response to the COVID‐19 pandemic, has been evaluated over 5 years since its integration within undergraduate pharmacology modules. Methods Two non‐linear slide decks were designed using Microsoft PowerPoint with interactive hyperlink navigation, allowing dynamic and student‐directed progression through two scenarios: a summative clinical toxicology assessment and a formative pharmacokinetic calculation activity. Results Comparative analysis of student performance demonstrated that grades achieved via non‐linear PBL (67.6 ± 10.4%, n = 140) were comparable to those from essays (65.3 ± 12.7%, n = 83) and oral presentations (66.0 ± 6.5%, n = 56), though lower than online quizzes (71.4 ± 11.3%, n = 141). Furthermore, student feedback (n = 31) demonstrated positive student perceptions of non‐linear PBL. Conclusion Despite the increased complexity involved in developing and integrating non‐linear PBL resources, this methodology offers an engaging, flexible and pedagogically robust strategy that promotes active learning. It addresses long‐standing challenges associated with group‐based PBL formats while meeting recommended pharmacology education curricula.