Authors:
Jeerisuda Khumsikiew, Khon Kaen University, Thailand
Sisira Donsamak, Khon Kaen University, Thailand
Manit Saeteaw, Ubon Ratchathani University, Thailand
Email: oat_otani@hotmail.com
Published: September 2015
https://doi.org/10.22492/ije.3.2.06
Citation: Khumsikiew, J., Donsamak, S., & Saeteaw, M. (2015). A Model of Small-Group Problem-Based Learning In Pharmacy Education: Teaching in the Clinical Environment. IAFOR Journal of Education, 3(2). https://doi.org/10.22492/ije.3.2.06
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