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Table. 2.

Table. 2.

Participants’ perceptions on the CBL approach suitable for improving learning outcomes

Survey questionnaires Pre survey (n, %)a number of participants=37 Post survey (n, %)a number of participants=35

(Multiple answer choice)
What kinds of CBLb interventionsc are suitable for improving learning outcome

Clinical practice experience and communication skill 11 (29.7) 10(28.5)
Self-directed learning activity 15(40.5) 15(42.9)
Team-based case-based learning 4(10.8) 3(8.6)
Competency-based learning & post feed-back 10(27.2) 12(34.3)
Lecture-based learning to help learners better understand 25(67.6) 15(42.9)
What is the most appropriate way to implement CBL learning activity
Developing a student-centered learning activity 2(5.4) 4(11.4)
Using Team-based discussion & self-directed learning activity 1(2.7) 5(14.3)
Providing a team room for small group-based discussion 0 0
Providing time and space to review daily educational contents 21(56.8) 21(60.0)
Facilitating the learning to help learners to think critically 13(35.1) 5(14.3)

aData are expressed by number and percentage.

bCBL, Case-based learning

cCBL learning intervention includes team-based case-based learning, and self-directed learning.

Korean J Clin Pharm 2022;32:328-35 https://doi.org/10.24304/kjcp.2022.32.4.328
© 2022 Korean J Clin Pharm