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

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 instructor. A PBL model was implemented in 1-day periods each week in total of 15 weeks at accredited community pharmacy and tertiary care hospitals. Activities of this course consisted of providing pharmaceutical care service under supervision of pharmacy instructor, collecting patient based clinical data, developing SOAP note, making patient care assignments, peer feedback and case wrap-up sessions. In data collection, 36 students who had participated in the model completed a 17-items questionnaire using 5-point Likert scale (Cronbach's Alpha is 0.96) about their pharmacy student competencies and 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. The result of pharmacy student competencies showed increasing of mean score in every item. A statistical significant (P < 0.05) was found in 14 from 17 items such as ability of pharmacy student in developing communication skill with patients, clinical data gathering, applying disease-pharmacotherapy knowledge to provide effective pharmaceutical care, identifying risk factors in the development of disease, recommended appropriate lifestyle modifications and pharmacotherapy for individual patients, identifying drug-relate



Author Information
Jeerisuda Khumsikiew, Ubon university, Thailand
Sisira Donsamak, Ubon university, Thailand
Manit Saeteaw, Ubon university, Thailand

Paper Information
Conference: ACE2014
Stream: Professional concerns

This paper is part of the ACE2014 Conference Proceedings (View)
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