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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
Published on: December 9, 2022
[Effort to improve advanced problem-based learning tutorial].
Tetsuo Adachi1, Masumi Suzui, Kuniko Naoi
1Laboratory of Clinical Pharmaceutics, Gifu Pharmaceutical University, Mitahora-higashi,Gifu, Japan. adachi@gifu-pu.ac.jp
Yakugaku Zasshi : Journal of the Pharmaceutical Society of Japan
|January 6, 2009
Summary
This study refined problem-based learning (PBL) tutorials for pharmacy students by adjusting group sizes, task cases, and timelines. While improving the learning environment, challenges like presentation time and case difficulty emerged, highlighting the value of customer satisfaction analysis.
Area of Science:
- Pharmacy education
- Pedagogy
Context:
- Trial implementation of an advanced problem-based learning (PBL) tutorial for higher-grade pharmacy students.
- Initial challenges identified in a fourth-grade class under a former four-year curriculum.
Purpose:
- To identify and resolve issues in PBL tutorial implementation.
- To improve the student learning environment and educational outcomes.
- To evaluate the utility of customer satisfaction (CS) analysis in assessing group presentations.
Summary:
- Adjustments in 2008 included reducing student group sizes, increasing task case variety, and extending the time between presentations and examinations.
- Post-adjustment surveys indicated an improved learning environment but also highlighted new challenges: extended presentation times and task case difficulty.
- Customer satisfaction (CS) analysis proved useful for evaluating group presentations.
Impact:
- Successful refinement of PBL tutorial methodology for pharmacy curricula.
- Demonstrated the effectiveness of iterative adjustments based on student feedback.
- Established CS analysis as a valuable tool for educational assessment in pharmacy programs.
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