To assess the effectiveness of assisted problem-based learning (PBL) compared to a didactic approach in a pharmaceutics course. The comparison was performed among 215 in a 3-year pharmacy program. They were divided into 2 groups, each consisting of about 107 students. The control group was identified as the ‘traditional teaching’ group and studied pharmaceutical chemistry under a didactic model. The experimental group was identified as the ‘PBL teaching’ group and studied similar object under accomplished learning model. At the end of the experiment, there was a questionnaire answered by the students to write their opinions on PBL teaching. The scores of the students in the final examination and the results of the questionnaire were statistically evaluated through SPSS 13.0. PBL students scored significantly higher on the final examinations than the traditional class students. Moreover, the results to the questionnaire show that students are more willing to learn through PBL. Introducing PBL into pharmaceutics improves educational quality and effectiveness. Digital PBL cases stimulate interest in self-learning and motivate students to learn by themselves.