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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Published on: December 9, 2022

A service-learning course for first-year pharmacy students.

Kevin R Kearney1

  • 1School of Pharmacy-Worcester/Manchester, Massachusetts College of Pharmacy and Health Sciences, Worcester, MA 01608, USA. kevin.kearney@mcphs.edu

American Journal of Pharmaceutical Education
|November 13, 2008
PubMed
Summary
This summary is machine-generated.

First-year pharmacy students in a service-learning course demonstrated significant gains in communication and social/behavioral pharmacy skills. This pedagogy effectively integrates relevant learning into the pharmacy curriculum.

Keywords:
community serviceeducational outcomesservice-learning

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Area of Science:

  • Pharmacy Education
  • Service-Learning Pedagogy

Background:

  • A required service-learning course was implemented for first-year (P1) pharmacy students.
  • Community organizations partnered to provide service-learning experiences.

Purpose of the Study:

  • To describe the design of a service-learning course for P1 pharmacy students.
  • To assess student learning outcomes and their relevance to the pharmacy curriculum.

Main Methods:

  • A 14-week service-learning course was developed and implemented.
  • Post-course surveys were administered to students and their site supervisors.

Main Results:

  • 195 students completed the course and survey.
  • Significant learning was observed in communication and social/behavioral pharmacy aspects.

Conclusions:

  • The service-learning course successfully achieved its intended learning outcomes.
  • Service-learning is an effective pedagogical approach for relevant pharmacy education.