Problem-based learning: an exploration of student opinions on its educational role in one UK pharmacy undergraduate curriculum
Problem-based learning: an exploration of student opinions on its educational role in one UK pharmacy undergraduate curriculum
OBJECTIVE: Problem-based learning (PBL) was introduced into the first 3 years of the undergraduate degree course at the University of East Anglia (UEA) to both enhance the student learning experience and to enable it to meet external course accreditation criteria. Evidence to support both of these assertions is required. The objective was to determine student opinions on the value of PBL and the PBL learning process at one UK school of pharmacy.
METHOD: Utilising the professional accreditation criteria for UK schools of pharmacy a questionnaire was devised and piloted before being given to all UEA undergraduate pharmacy students for self-completion. The most appropriate method of dissemination was determined from a student-led focus group.
KEY FINDINGS: A total of 201/329 (61.1%) students responded. The majority of students agreed that PBL improved their team working (83.1%), oral communication (89.1%) and problem-solving skills (61.7%). Additionally PBL improved students' ability to identify and address ethical dilemmas (74.5%) as well as enhancing their ability to manage their own learning (67.6%). Male students and those with a stated preference for team working were found to prefer PBL.
CONCLUSION: Students generally believe that PBL develops a number of key skills and consequently inclusion of PBL alongside traditional teaching methods enables the school to meet a number of degree accreditation criteria. Male students, those who enjoyed team working and working with their current group were more positive about PBL. Further work is required to improve the experience for all students.
Adult, Curriculum, Education, Medical, Undergraduate, Female, Humans, Male, Problem-Based Learning, Students, Pharmacy, United Kingdom
223-30
Wright, David
a55be721-4b15-4555-bf61-73fcb75c1a39
Wickham, Jane
309b213e-7320-440c-99e4-9d738a18cc85
Sach, Tracey
5c09256f-ebed-4d14-853a-181f6c92d6f2
June 2014
Wright, David
a55be721-4b15-4555-bf61-73fcb75c1a39
Wickham, Jane
309b213e-7320-440c-99e4-9d738a18cc85
Sach, Tracey
5c09256f-ebed-4d14-853a-181f6c92d6f2
Wright, David, Wickham, Jane and Sach, Tracey
(2014)
Problem-based learning: an exploration of student opinions on its educational role in one UK pharmacy undergraduate curriculum.
International Journal of Pharmacy Practice, 22 (3), .
(doi:10.1111/ijpp.12060).
Abstract
OBJECTIVE: Problem-based learning (PBL) was introduced into the first 3 years of the undergraduate degree course at the University of East Anglia (UEA) to both enhance the student learning experience and to enable it to meet external course accreditation criteria. Evidence to support both of these assertions is required. The objective was to determine student opinions on the value of PBL and the PBL learning process at one UK school of pharmacy.
METHOD: Utilising the professional accreditation criteria for UK schools of pharmacy a questionnaire was devised and piloted before being given to all UEA undergraduate pharmacy students for self-completion. The most appropriate method of dissemination was determined from a student-led focus group.
KEY FINDINGS: A total of 201/329 (61.1%) students responded. The majority of students agreed that PBL improved their team working (83.1%), oral communication (89.1%) and problem-solving skills (61.7%). Additionally PBL improved students' ability to identify and address ethical dilemmas (74.5%) as well as enhancing their ability to manage their own learning (67.6%). Male students and those with a stated preference for team working were found to prefer PBL.
CONCLUSION: Students generally believe that PBL develops a number of key skills and consequently inclusion of PBL alongside traditional teaching methods enables the school to meet a number of degree accreditation criteria. Male students, those who enjoyed team working and working with their current group were more positive about PBL. Further work is required to improve the experience for all students.
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Published date: June 2014
Additional Information:
© 2013 Royal Pharmaceutical Society.
Keywords:
Adult, Curriculum, Education, Medical, Undergraduate, Female, Humans, Male, Problem-Based Learning, Students, Pharmacy, United Kingdom
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Local EPrints ID: 478092
URI: http://eprints.soton.ac.uk/id/eprint/478092
ISSN: 0961-7671
PURE UUID: c6ca5dcf-3c8d-4fd3-935c-86d2a95ae199
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Date deposited: 21 Jun 2023 16:54
Last modified: 17 Mar 2024 04:19
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Author:
Jane Wickham
Author:
Tracey Sach
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