Sato Atsuko, Morone Mieko, Azuma Yutaka
Pharmaceutical Education Center, Tohoku Pharmaceutical University, Sendai, Japan.
Yakugaku Zasshi. 2011;131(9):1369-82. doi: 10.1248/yakushi.131.1369.
At Tohoku Pharmaceutical University, problem-based learning (PBL) tutorials were incorporated into "prescription analysis" and "case analysis" for fifth-year students in 2010 with the following objectives: ① application and confirmation of acquired knowledge and skills, and acquisition of ② communication ability, ③ presentation ability, ④ cooperativeness through groupwork, and ⑤ information collecting ability. In the present study, we conducted a questionnaire survey on a total of 158 fifth-year students in order to investigate the educational benefits of PBL tutorials. The results showed that the above five objectives of PBL tutorials were being achieved, and confirmed the educational benefits expected of PBL tutorials. In contrast, it was found to be necessary to improve the contents of scenarios and lectures, time allocation regarding schedules, the learning environment, the role of tutors, and other matters. In order to maximize the educational benefits of PBL tutorials, it will be necessary in the future to continue to conduct surveys on students and make improvements to the curriculum based on survey results.
2010年，东北药科大学将基于问题的学习（PBL）辅导课程纳入了五年级学生的“处方分析”和“病例分析”中，目标如下：①应用和巩固所学知识与技能，以及培养②沟通能力、③表达能力、④通过小组合作培养合作精神，和⑤信息收集能力。在本研究中，我们对总共158名五年级学生进行了问卷调查，以调查PBL辅导课程的教育效果。结果表明，PBL辅导课程的上述五个目标正在实现，并证实了PBL辅导课程预期的教育效果。相比之下，发现有必要改进案例和讲座的内容、时间安排、学习环境、导师的角色及其他事项。为了使PBL辅导课程的教育效果最大化，未来有必要继续对学生进行调查，并根据调查结果改进课程设置。
