[A trial of the PBL method in the first one year of pharmacy--effects and issues].
We have introduced problem-based learning using small groups (five to 10 students per group) as a new teaching approach for pharmacy students. Our approach uses clinical cases and has four steps. First, the students read the problem and identify any unfamiliar terminology. They then study these unfamiliar terms along with other learning issues as requested by a tutor. Second, in a discussion period each student provides a summary of his/her individual learning issues to the group and has an opportunity to learn from group members. The group identifies what is understood and works to correct any inefficiencies or difficulties. Third, the problem is then reexamined, critiquing the initial explanations and hypotheses, elaborating on earlier uncertainties, and synthesizing newly acquired knowledge. In addition, during this step the discussion focuses on medications for improving patient symptoms. Finally, each group presents its problem-solving process and a solution to the clinical problem. Each group uses this period to make a creative presentation using role-playing or a panel discussion. This method of problem-based learning in a small-group format is useful as a learning method to acquire expert knowledge and to increase student motivation.
Sekiguchi
Masaki
M
Department of Anatomy, Division of Basic Medicine, Tokai University School of Medicine, Bohseidai, Isehara, Kanagawa 259-1193, Japan. smasaki@is.icc.u-tokai.ac.jp
Yamato
Ippei
I
Kato
Tetsuta
T
Torigoe
Kojyun
K
D004512:Education, Pharmacy / Q000379:methods*; D006801:Humans; D009042:Motivation; D018794:Problem-Based Learning; D011361:Professional Competence; D012381:Role Playing; D013339:Students, Pharmacy / Q000523:psychology; D013663:Teaching / Q000379:methods*