A scaffolded problem-based learning course for first-year pharmacy students.

Area of Science:

• Pharmacy Education
• Active Learning Strategies
• Pedagogical Development

Background:

• Pharmacy curricula increasingly adopt active learning methods.
• Complex pedagogies like problem-based learning (PBL) require structured student training.
• This study focuses on an introductory PBL course for first-year pharmacy students.

Purpose of the Study:

• To describe the development and implementation of an introductory PBL course.
• To outline the theoretical framework and educational philosophies guiding course design.
• To evaluate the development of PBL skills and professional behavior using student self-assessment.

Main Methods:

• An introductory PBL course was designed using educational philosophies to scaffold learning.
• Student self-assessment of PBL skills and professional behaviors was conducted at two time points.
• Self-assessment scores were compared with facilitator evaluations to assess reliability.

Main Results:

• Eighty-eight students completed the self-assessments (93.6% response rate).
• Significant improvement was observed in students' self-assessed PBL skills.
• No improvement was noted in self-assessed professional behaviors; self-assessment scores did not correlate with facilitator evaluations.

Conclusions:

• A scaffolded, theoretically grounded PBL approach enhances pharmacy students' self-assessed PBL skills.
• This pedagogical intervention did not improve self-assessed professional behaviors.
• Further strategies may be needed to develop professional behaviors within PBL curricula.