The impact of problem-based learning on students' perceptions of preparedness for advanced pharmacy practice experiences.
OBJECTIVE
To evaluate graduating pharmacy students' perceptions of their preparedness for advanced pharmacy practice experiences and the effectiveness of problem-based learning in their preparation.


METHODS
A survey instrument was administered anonymously in May 2004 and May 2005 to graduating pharmacy students of the University of Mississippi School of Pharmacy.


RESULTS
Students reported that the areas in which problem-based learning prepared them most effectively for advanced pharmacy practice experiences were retrieval of medical information (80%), discussion of disease states and drug therapies at the basic science level (56%), and evaluation of the appropriateness of a medication regimen based on patient specific information (50%). Areas in which students reported being inadequately prepared included identifying and utilizing drug assistance programs (42%) and processing prescriptions/hospital orders (40%).


CONCLUSIONS
Data from 2 consecutive graduating classes supports that problem-based learning is an effective format for preparing pharmacy students for advanced pharmacy practice experiences in a variety of areas.
Hogan
Shirley
S
School of Pharmacy-Office Annex, University of MS Medical Center, Jackson, MS 39216, USA. shogan@pharmacy.umsmed.edu
Lundquist
Lisa M
LM
D003479:Curriculum; D003625:Data Collection; D006801:Humans; D018579:Patient Selection; D018794:Problem-Based Learning / Q000379:methods*; D013337:Students, Medical; D013339:Students, Pharmacy; D013663:Teaching / Q000379:methods