One Instructor에 의해 진행된 Modified Problem-Based Learning 교육기법 평가
Evaluation of Modified Problem-Based Learning Facilitated by One Instructor
1
조회
0
다운로드
2
인용
0
참고문헌
키워드
초록
Background: Problem-based learning (PBL) has introduced as an importnat part of pharmacy education in Korea as it is effective method to help students gain and apply knowledge with development of problem-solving, critical-thinking, and decision-making skills. In order to provide the effective PBL, a number of trained facilitators and suitable PBL rooms are required. However, these become a barrier in Korea as most pharmacy schools have one or two faculty members who majored in clinical pharmacy. Objective: This study was perfomed to implement and evaluate a modified PBL in gastrointestinal (GI) pharmacotherapy class facilitated by one instructor. Methods: A general information of traditional PBL for 6 hours through 3 days is introduced before initiatiing GI pharmacotherapy class. After 3 hour-GI pharmacotherapy classes for 6 weeks, modified PBL was implemented with one instructor to facilitate PBL for four small groups with 19 pharmacy students simultaneously. Modified PBL was incorporated with weekly mini-case discussion and presentation. Results: Students completed 15-question survey to evaluate modifed PBL course, student performance, group performance, and facilitator performance. Eighty-four percent of students answered modified PBL was helpful to understand what they have learned. Mean score in group performance was higher than that of individual performance during modified PBL course. Overall, students reported modified PBL was useful in knowledge building. Conclusion: Modifed PBL model without individual group facilitators in one classroom helped students to achieve selfdirected, independent learning skills in an interactive and engaging environment.
Abstract
Background: Problem-based learning (PBL) has introduced as an importnat part of pharmacy education in Korea as it is effective method to help students gain and apply knowledge with development of problem-solving, critical-thinking, and decision-making skills. In order to provide the effective PBL, a number of trained facilitators and suitable PBL rooms are required. However, these become a barrier in Korea as most pharmacy schools have one or two faculty members who majored in clinical pharmacy. Objective: This study was perfomed to implement and evaluate a modified PBL in gastrointestinal (GI) pharmacotherapy class facilitated by one instructor. Methods: A general information of traditional PBL for 6 hours through 3 days is introduced before initiatiing GI pharmacotherapy class. After 3 hour-GI pharmacotherapy classes for 6 weeks, modified PBL was implemented with one instructor to facilitate PBL for four small groups with 19 pharmacy students simultaneously. Modified PBL was incorporated with weekly mini-case discussion and presentation. Results: Students completed 15-question survey to evaluate modifed PBL course, student performance, group performance, and facilitator performance. Eighty-four percent of students answered modified PBL was helpful to understand what they have learned. Mean score in group performance was higher than that of individual performance during modified PBL course. Overall, students reported modified PBL was useful in knowledge building. Conclusion: Modifed PBL model without individual group facilitators in one classroom helped students to achieve selfdirected, independent learning skills in an interactive and engaging environment.
참고문헌 (15)
- Jang R, "Teaching pharmacy students problem solving: theory and present status", Am J Pharm Educ, 54, pp.161~166 (1990)
- Ross LA, "Implementation and refinement of a problem-based learning model : a ten-year experience", Am J Pharm Educ, 71, pp.17~30 (2007)
- Strohfeldt K, "A model for self-directed problembased learning for renal therapeutics", Am J Pharm Educ, 74, pp.173~179 (2007)
- Novak S, "Pharmacy students'learning styles before and after a problem-based learning experience", Am J Pharm Educ, 70, pp.74~81 (2006)
- Culbertson VL, "Problem-based learning: a tutorial model incorporating pharmaceutical diagnosis", Am J Pharm Educ, 61, pp.18~25 (1997)
- Duncan-Hewitt WC, "A focus on process improves problembased learning outcomes in large classes", Am J Pharm Educ, 60, pp.408~416 (1996)
- Duek JE, "Learning issues identified by students in tutorless problem-based tutorials", Adv Health Sci Educ, 1, pp.29~40 (1996)
- 김정태, "임상약학 교육에서의 문제중심학습 수업 방법 적용 평가", 한국임상약학회지, 23(1), pp.65~70 (2013), 한국임상약학회
- 장경원, "PBL로 수업하기", pp.243~244 (2010), 학지사
- Woods DR, "Tutored versus tutorless groups in problem-based learning", Am J Pharm Educ, 60, pp.231~238 (1996)
- Nicholl TA, "A Model for small-group problembased learning in a large class gacilitated by one instructor", Am J Pharm Educ, 76, pp.117~122 (2012)
- Nierenberg DW, "The challenge of ‘teaching’ large groups of learners: strategies to increase active participation and learning", Int J Psychiatry Med, 28, pp.115~122 (1998)
- Brazeau G, "Use of problem based discussion sessions in a first year pharmaceutical dosage forms course", J Pharm Educ, 62, pp.123S~ (1998)
- Reddy IK, "Implementation of a pharmaceutics course in a large class through active learning using quick-thinks and case-based learning", Am J Pharm Educ, 64, pp.348~354 (2000)
- Sims PJ, "Utilizing the peer group method with case studies to teach pharmaceutics", Am J Pharm Educ, 58, pp.78~81 (1994)