Bill Gatton College of Pharmacy, East Tennessee State University, Johnson City, TN 37614, USA.
Am J Pharm Educ. 2011 Sep 10;75(7):138. doi: 10.5688/ajpe757138.
To implement problem-based learning exercises in a pharmacy research elective course and assess the impact on students' knowledge and confidence in their ability to analyze, design, and present basic research projects relevant to clinical areas.
Hands-on learning activities, including discussions on experimental design, development of collective diagrams, research planning, results analysis, data evaluation, and presentation design, were incorporated into the course and developed as team-based learning experiences.
Students gave a seminar presentation to peers and faculty members at the end of the semester and created posters for presentations at professional meetings. Students who decided to work on a continuation project during the following semester were expected to produce data that might be sufficient for the development of manuscripts for submission to scientific journals.
Feedback from students revealed an appreciation and renewed interest in analyzing clinical issues with a much wider focus as well as increased understanding of and confidence in using data derived from basic science research.
在药学研究选修课程中实施基于问题的学习练习，并评估其对学生分析、设计和呈现与临床领域相关的基础研究项目的能力的知识和信心的影响。
实践学习活动，包括对实验设计、集体图表开发、研究计划、结果分析、数据评估和演示设计的讨论，被纳入课程并发展为基于团队的学习体验。
学生在学期末向同学和教师进行了研讨会演示，并为专业会议的演示制作了海报。那些决定在下学期继续进行项目的学生预计会产生可能足以开发提交给科学期刊的手稿的数据。
学生的反馈表明，他们对分析具有更广泛重点的临床问题的兴趣有所增加，并且对使用基础科学研究得出的数据的理解和信心也有所增强。
