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KMID : 0869620140310020735
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Journal of Korean Society of Hospital Pharmacists
2014 Volume.31 No. 2 p.735 ~ p.743
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Effect of Problem Based Learning Application in Institutional Pharmacy Practice Course for College of Pharmacy Students
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Yoon Soo-Mi
Kim Jong-Yoon
Kim Jung-Tae
Rhew Ki-Yon
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Abstract
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Background : Recently pharmacists are demanded not only to have professional knowledge on medicine but also to have problem solving, critical thinking, and communication skills. Therefore, a variety of teaching methods are being applied for the students to develop actively engaging and comprehensive thinking in practice of pharmacy. Among the various teaching methods, an ongoing research on utilization of PBL (Problem-Based Learning) method has been greatly
progressed.
Objective : The purpose of this study is to provide the evidence of effectiveness of PBL class by evaluating the students who has completed hospital pharmacy practice experience.
Method : Survey regarding PBL method was conducted and its effectiveness in reducing anxiety of the students was measured by The Personal Report of Communication Apprehension-24 (PRCA- 24). The survey and evaluation were conducted after 23 College of Pharmacy students have taken pharmacotherapeutics class and completed 6 weeks (32 hours/week) of hospital pharmacy practice experience which is followed by 2-day (6 hours) clinical pharmacology lecture taught in PBL method.
Results : The Students’satisfaction rate on the effectiveness of PBL, on the scale of 1 to 5, was 3.8±0.53 (mean±SD), and participation rate was 3.64±0.50. Evaluation on the effectiveness of PBL class in reducing anxiety of the students best resulted in anxiety reduction in group participation (0.78±0.97, P=0.001), and the next highest was anxiety reduction in doing presentation (0.77±1.03, P=0.002).
Conclusion : Clinical pharmacology class taught with PBL methods resulted with great benefits in pharmacy students of South Korea, who has completed pharmacy practice experience. Also, the effectiveness was superior compared to the students who were taught with the previous common method which focus on academics.
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KEYWORD
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Problem-based learning, PBL, Clinical pharmacy education, Communication apprehension
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