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

Author

- Jeerisuda  Khumsikiew Sisira Donsamak and Manit Saeteaw


Journal

- The IAFOR Journal of Education

Volume

- 3

Year

- 2015

Publication type

- Research article (Inter)

Page list

- 95 - 108

Abstract

    Problem-based Learning (PBL) is an alternate method of instruction that incorporates basic
elements of cognitive learning theory. Colleges of pharmacy use PBL to aid anticipated learning
outcomes and practice competencies for pharmacy student. The purpose of this study were to
implement and evaluate a model of small group PBL for 5th year pharmacy students in the
clinical environment that facilitated by pharmacy instructors. A PBL model was implemented in
1-day periods each week in total of 15 weeks at clinical practice sites. PBL activities consisted of
providing pharmaceutical care service,  collecting patients based clinical data, evaluation
therapeutic regimens, developing SOAP note, peer feedback and case wrap-up sessions. In data
collection, 36 students who had participated model completed a 17-items questionnaire using 5-
point Likert scale (Cronbach's Alpha is 0.96) about their pharmacy student competencies at
before and after finished course. They also completed 11-items questionnaire using 5-point Likert
scale (Cronbach's Alpha is 0.87) about their satisfaction. Data of pharmacy student competencies
and satisfaction were analyzed by paired sample t-test and descriptive statistics in respectively.  
From the result of this study indicated that pharmacy student's competencies have been increased
through PBL course and also statistical significant (P < 0.05) have found in every items mainly in
clinical skills regarding apply didactic knowledge to direct patients care activities such as
identifying, prioritization, solving therapy-drug related problem as well as clinical
communication with patients or other members of interdisciplinary team. Moreover, in the part of
satisfaction found that all of questions were scored range from high to highest level of mean score
and most of modes were 4. Overall concluded that the PBL model enhances pharmacy student
competencies and students were satisfied with PBL course.


Keywords

    Pharmacy education; problem-based learning; clinical environment