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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Professional competencies learned through working on a medication education project.

Katri Hämeen-Anttila1, Susanna Saano, Kirsti Vainio

  • 1School of Pharmacy, University of Eastern Finland, Kuopio, Finland. katri.hameen-anttila@uef.fi

American Journal of Pharmaceutical Education
|November 4, 2010
PubMed
Summary

Pharmacy students gained valuable interpersonal and time management skills through a medication education project, enhancing their readiness for professional practice. This practical experience proved beneficial post-graduation.

Keywords:
assessmentcompetenciesproject-based learningsocial scienceteam

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Area of Science:

  • Pharmacy Education
  • Professional Skills Development

Background:

  • Fourth-year pharmacy students engaged in a practical medication education project.
  • The project aimed to equip schoolteachers with materials for educating children on rational medicine use.

Purpose of the Study:

  • To implement a medication education project.
  • To assess student competencies learned and applied in professional practice post-graduation.

Main Methods:

  • Fourth-year pharmacy students planned and executed a real-world project over one academic year.
  • External experts and faculty facilitated the project.
  • A questionnaire and focus group evaluated student-reported competencies.

Main Results:

  • Students reported significant development in teamwork and social interaction skills.
  • The project was perceived as motivating, though challenging with frustrating deadlines.
  • Graduated students found the learned skills valuable in their professional roles.

Conclusions:

  • Participation in the medication education project fostered essential interpersonal skills.
  • Students acquired valuable time management and conflict resolution abilities.
  • These skills were deemed beneficial for students' early professional practice.