약학대학생의 의료기관 실무실습에서 적용한 문제중심학습법 효과
Effect of Problem Based Learning Application in Institutional Pharmacy Practice Course for College of Pharmacy Students
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Background : Recently pharmacists are demanded not only to have professional knowledgeon 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 activelyengaging 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 greatlyprogressed. Objective : The purpose of this study is to provide the evidence of effectiveness of PBL class byevaluating the students who has completed hospital pharmacy practice experience. Method : Survey regarding PBL method was conducted and its effectiveness in reducing anxietyof 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 takenpharmacotherapeutics class and completed 6 weeks (32 hours/week) of hospital pharmacy practiceexperience which is followed by 2-day (6 hours) clinical pharmacology lecture taught in PBLmethod. Results : The Students’satisfaction rate on the effectiveness of PBL, on the scale of 1 to 5, was3.8±0.53 (mean±SD), and participation rate was 3.64±0.50. Evaluation on the effectiveness ofPBL 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 inpharmacy students of South Korea, who has completed pharmacy practice experience. Also, theeffectiveness was superior compared to the students who were taught with the previous commonmethod which focus on academics.
Abstract
Background : Recently pharmacists are demanded not only to have professional knowledgeon 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 activelyengaging 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 greatlyprogressed. Objective : The purpose of this study is to provide the evidence of effectiveness of PBL class byevaluating the students who has completed hospital pharmacy practice experience. Method : Survey regarding PBL method was conducted and its effectiveness in reducing anxietyof 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 takenpharmacotherapeutics class and completed 6 weeks (32 hours/week) of hospital pharmacy practiceexperience which is followed by 2-day (6 hours) clinical pharmacology lecture taught in PBLmethod. Results : The Students’satisfaction rate on the effectiveness of PBL, on the scale of 1 to 5, was3.8±0.53 (mean±SD), and participation rate was 3.64±0.50. Evaluation on the effectiveness ofPBL 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 inpharmacy students of South Korea, who has completed pharmacy practice experience. Also, theeffectiveness was superior compared to the students who were taught with the previous commonmethod which focus on academics.
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