นโยบายงานวิจัย /จรรยาบรรณนักวิจัย /ระดับคุณภาพบทความวิจัยตีพิมพ์ /ระดับคุณภาพผลงานวิชาการ /แหล่งทุน /ดาวน์โหลด /ฐานข้อมูลวิจัย /วิเคราะห์-สังเคราะห์งานวิจัย /ลิขสิทธิ์ /ข่าว


A Model of Small-Group Problem-Based Learning In Pharmacy Education= Teaching in the Clinical Environment

Author

-

Jeerisuda Khumsikiew, Ubon Ratchathani University, Thailand Sisira Donsamak, Ubon Ratchathani University, Thailand Manit Saeteaw, Ubon Ratchathani University, Thailand


Journal

- The Asian Conference on Education Official Conference Proceedings 2014

Volume

- 0

Year

- 2014

Publication type

- Research article (Inter)

Page list

- 365-377

Abstract

   

Abstract Problem-based Learning (PBL) is an alternative method of instruction that incorporates basic elements of cognitive learning theory. Colleges of pharmacy use PBL to help students achieve anticipated learning outcomes and practice competencies. The purpose of this study was to implement and evaluate PBL in small groups of fifth year pharmacy students in the clinical environment. A PBL model was implemented for one day per week over a period of 15 weeks at clinical practice sites. PBL activities consisted of the provision of pharmaceutical care, collection of patients’ base clinical data, evaluation of therapeutic regimens, and development of SOAPnotes, peer feedback, and case wrap-up sessions. Datawerecollected from 36 students who participated in the model by the completion of a 17-item questionnaire usinga5-point Likert scale about their competencies before and after finishing the course (Cronbach's Alpha 0.96). The students also completed an 11-item questionnaire using a5-point Likert scale about their satisfaction with the course (Cronbach's Alpha 0.87). This data of competencies and satisfaction were analyzed by paired sample t-test and descriptive statistics respectively. The findings of this study indicated that the students' competencies increased after the implementation of the PBL course. Also,it was found that all the clinical skills regarding the application of didactic knowledge to direct patients’ care activities, such as the identification, prioritization, and solution of therapy drug-related problems, and clinical communication with patients and/or other members of the interdisciplinary team, werestatistically significant (P < 0.05). In regard to satisfaction, the mean scores of the responses ranged from high to the highest levels and most of the modes were 4. Overall, it was concluded that the PBL model enhanced the pharmacy students’ competencies and the students were satisfied with the course.


Keywords

   

Pharmacy education= Problem-based learning= Clinical environment