Effect of Problem-Based Learning (PBL) on Problem-solving and Communication Skills in Pharmacy Student
10.24304/kjcp.2024.34.3.175
- Author:
Sunmin LEE
1
Author Information
1. College of Pharmacy and Research Institute of Life and Pharmaceutical Sciences, Sunchon National University, Suncheon 57922, Republic of Korea
- Publication Type:Original Article
- From:Korean Journal of Clinical Pharmacy
2024;34(3):175-183
- CountryRepublic of Korea
- Language:English
-
Abstract:
Background:The evolving healthcare environment necessitates changes in pharmacy education to meet these demands, with problem-based learning (PBL) being a promising approach. Methods: This study employed a single-group, repeated-measures designto evaluate the effects of PBL on the communication and problem-solving skills of fifth-year pharmacy students at S University.The course, which focused on pharmacy practice and communication, included 36 students who participated in structured pre- and post-intervention surveys, as well as self-reflection journals. The primary competencies assessed were problem-solving and com-munication skills. Data collection involved quantitative measures through surveys and qualitative insights from self-reflection notes.
Results:Of the 36 students, 35 completed the pre-intervention surveys, and 27 completed the post-intervention assessments. Signif-icant improvements were observed in problem-solving skills, including problem identification, information gathering, and planning.Communication skills showed overall improvement, though the differences were not statistically significant. Qualitative analysis of self-reflection notes revealed enhanced understanding of elderly patient care, increased responsibility, teamwork, and the importance of effective communication in pharmacy practice. Commonly identified themes included a heightened sense of responsibility, the importance of teamwork, and an appreciation for the multifaceted nature of pharmacy practice in elderly care.
Conclusion:The PBL approach effectively enhanced students' problem-solving abilities and provided valuable experiential learning in pharmacy practice.The qualitative data indicated that students gained a deeper understanding of their roles and responsibilities, fostering greater moti-vation and teamwork. Further research should focus on broader applications across different institutions to validate these findings.
