Effect of Problem-Based Learning (PBL) on Problem-solving and Communication Skills in Pharmacy Student
Sunmin Lee*
College of Pharmacy and Research Institute of Life and Pharmaceutical Sciences, Sunchon National University, Suncheon 57922, Republic of Korea
Correspondence to: College of Pharmacy and Research Institute of Life and Pharmaceutical Sciences, Sunchon National University 255 Jungang-ro, Suncheon, Jeonnam 57922, Republic of Korea
Tel: +82-61-750-3767, Fax: +82-61-750-3708, E-mail: smlee@scnu.ac.kr
Tel: +82-61-750-3767, Fax: +82-61-750-3708, E-mail: smlee@scnu.ac.kr
Received July 10, 2024; Revised August 25, 2024; Accepted August 26, 2024.
This is an Open Access journal distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/4.0) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.
- 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 design to 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 communication 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. Significant 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 motivation and teamwork. Further research should focus on broader applications across different institutions to validate these findings.
- Keywords : Communication skills, pharmacy education, problem solving, problem-based learning
- September 2024, 34 (3)
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