Lipari Melissa, Wilhelm Sheila M, Giuliano Christopher A, Martirosov Amber Lanae, Salinitri Francine D
Eugene Applebaum College of Pharmacy and Health Sciences, Wayne State University, Detroit, MI, United States.
Experiential Education Department of Pharmacy Practice Eugene Applebaum College of Pharmacy and Health Sciences Wayne State University 259 Mack Ave, Detroit, MI, United States.
Curr Pharm Teach Learn. 2022 Mar;14(3):352-358. doi: 10.1016/j.cptl.2022.01.016. Epub 2022 Jan 22.
There has been an increased use of active learning pedagogies in pharmacy curricula. Structured, complex pedagogies such as problem-based learning (PBL) may require rigorous training for students to be successful. We aim to describe the development and implementation of an introductory PBL course for first-year pharmacy students. We describe the theoretical framework for course development, including the educational philosophies informing the course design. Development of PBL skills and professional behavior were evaluated using student self-assessment throughout the course.
This introductory PBL course was developed using educational philosophies to scaffold student learning of the pedagogy and development of PBL skills. A student self-assessment was administered at two time points throughout the course. The self-assessment contained items related to PBL skills and professional behaviors. Self-assessment scores were compared with facilitator evaluations of student performance to determine reliability of self-assessment results.
Eighty-eight students completed both self-assessments (93.6% response rate). Self-assessment of PBL skills increased significantly. There was no improvement in self-assessed professional behaviors. Self-assessment scores did not correlate with facilitator assessment of student performance in a small group.
Integrating a scaffolded, theoretically sound educational approach to introduce students to the PBL pedagogy improves students' self-assessed PBL skills but not professional behavior.
药学课程中主动学习教学法的使用有所增加。结构化、复杂的教学法，如基于问题的学习（PBL），可能需要对学生进行严格培训才能取得成功。我们旨在描述为一年级药学专业学生开设的PBL入门课程的开发与实施情况。我们阐述了课程开发的理论框架，包括指导课程设计的教育理念。在整个课程中，通过学生自我评估来评估PBL技能和职业行为的发展情况。
本PBL入门课程是利用教育理念开发的，用以支撑学生对该教学法的学习以及PBL技能的培养。在课程的两个时间点进行了学生自我评估。自我评估包含与PBL技能和职业行为相关的项目。将自我评估分数与教师对学生表现的评价进行比较，以确定自我评估结果的可靠性。
88名学生完成了两次自我评估（回复率为93.6%）。PBL技能的自我评估有显著提高。自我评估的职业行为没有改善。在小组中，自我评估分数与教师对学生表现的评估不相关。
采用一种有支撑、理论合理的教育方法向学生介绍PBL教学法，可提高学生自我评估的PBL技能，但对职业行为没有影响。
