한국임상약학회지 (Korean Journal of Clinical Pharmacy)

  • 제34권3호
  • /
  • Pages.175-183
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  • 2024
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  • 1226-6051(pISSN)
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  • 2508-786X(eISSN)
한국임상약학회 (Korean College Of Clinical Pharmacy)
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문제 중심 학습법 수업이 약학대학 학생의 문제 해결 능력과 의사 소통 능력에 미치는 영향

Effect of Problem-Based Learning (PBL) on Problem-solving and Communication Skills in Pharmacy Student

  • 이선민 (순천대학교 약학과 및 생명약학연구소)
  • Sunmin Lee (College of Pharmacy and Research Institute of Life and Pharmaceutical Sciences, Sunchon National University)
  • 투고 : 2024.07.10
  • 심사 : 2024.08.26
  • 발행 : 2024.09.30
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초록

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.

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참고문헌

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