Hussain Mumtaz, Sahudin Shariza, Abu Samah Nor Hayati, Anuar Nor Khaizan
Department of Pharmaceutics, Faculty of Pharmacy, Universiti Teknologi Mara, Puncak Alam Campus, 42300 Selangor, Malaysia.
Saudi Pharm J. 2019 Feb;27(2):274-282. doi: 10.1016/j.jsps.2018.11.009. Epub 2018 Nov 20.
To investigate students perception of an industry based approach problem based learning (PBL) and their performance in drug delivery courses in pharmaceutics.
PBL was implemented within two drug delivery courses in 2015, in anticipation that the use of formulation or industrial instead of clinical or pharmacy practice based triggers, would open up student interest and understanding towards learning pharmaceutics in relation to industrial pharmacy. Two cohorts were monitored through final year examination results and PBL feedback to evaluate student perception and acceptance of the use of PBL. Previous cohorts were only exposed to conventional tutorials.
Both cohorts showed better performance in their final examination results (2015 & 2016) compared to the previous year (2014) when students were only exposed to tutorials. The maximum and average marks obtained were also higher. There was significant difference between the maximum marks for Drug Delivery Systems 2 and the average marks for Drug Delivery Systems 1 with P < 0.05. It was also noted that although the cGPA of student intake for Cohort 2014 is higher than Cohorts 2015 and 2016, the performance of students were better seen in the two latter cohorts. In addition, student feedback showed positive acquiescence towards using PBL as part of the course.
Introduction of PBL in the drug delivery courses has shown to improve student academic performance either directly or indirectly by increasing student's interest and understanding of the subjects taught. It also enhanced student soft skills and confidence. Students were happy with the implementation of PBL which improved their understanding of the subject, enhancing their abilities to think critically and improved their time management abilities.
调查学生对基于行业方法的问题式学习（PBL）的认知以及他们在药剂学药物传递课程中的表现。
2015年在两门药物传递课程中实施了PBL，预期使用制剂或工业相关而非临床或药学实践相关的问题情境，会激发学生对与工业药剂学相关的药剂学学习的兴趣并增进理解。通过最后一年的考试成绩和PBL反馈对两个班级进行监测，以评估学生对PBL使用的认知和接受程度。之前的班级仅接受传统辅导。
与前一年（2014年）学生仅接受辅导时相比，两个班级在期末考试成绩（2015年和2016年）中均表现更好。获得的最高分和平均分也更高。药物传递系统2的最高分与药物传递系统1的平均分之间存在显著差异，P<0.05。还注意到，尽管2014级学生的累积平均绩点高于2015级和2016级，但后两个班级的学生表现更好。此外，学生反馈显示对将PBL用作课程的一部分持积极认可态度。
在药物传递课程中引入PBL已表明，通过提高学生对所授课程的兴趣和理解，可直接或间接地提高学生的学业成绩。它还提升了学生的软技能和自信心。学生对PBL的实施感到满意，这提高了他们对课程的理解，增强了他们批判性思考的能力并改善了他们的时间管理能力。
