지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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Background: Problem-based learning (PBL) has introduced as an importnat part of pharmacy education in Korea as it is effective method to help students gain and apply knowledge with development of problem-solving, critical-thinking, and decision-making skills. In order to provide the effective PBL, a number of trained facilitators and suitable PBL rooms are required. However, these become a barrier in Korea as most pharmacy schools have one or two faculty members who majored in clinical pharmacy. Objective: This study was perfomed to implement and evaluate a modified PBL in gastrointestinal (GI) pharmacotherapy class facilitated by one instructor. Methods: A general information of traditional PBL for 6 hours through 3 days is introduced before initiatiing GI pharmacotherapy class. After 3 hour-GI pharmacotherapy classes for 6 weeks, modified PBL was implemented with one instructor to facilitate PBL for four small groups with 19 pharmacy students simultaneously. Modified PBL was incorporated with weekly mini-case discussion and presentation. Results: Students completed 15-question survey to evaluate modifed PBL course, student performance, group performance, and facilitator performance. Eighty-four percent of students answered modified PBL was helpful to understand what they have learned. Mean score in group performance was higher than that of individual performance during modified PBL course. Overall, students reported modified PBL was useful in knowledge building. Conclusion: Modifed PBL model without individual group facilitators in one classroom helped students to achieve selfdirected, independent learning skills in an interactive and engaging environment.
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참고문헌 (15)
참고문헌 신청
Brazeau G / 1998 / Use of problem based discussion sessions in a first year pharmaceutical dosage forms course / J Pharm Educ 62 : 123S ~
Culbertson VL / 1997 / Problem-based learning: a tutorial model incorporating pharmaceutical diagnosis / Am J Pharm Educ 61 : 18 ~ 25
Duek JE / 1996 / Learning issues identified by students in tutorless problem-based tutorials / Adv Health Sci Educ 1 : 29 ~ 40
Duncan-Hewitt WC / 1996 / A focus on process improves problembased learning outcomes in large classes / Am J Pharm Educ 60 : 408 ~ 416
Jang R / 1990 / Teaching pharmacy students problem solving: theory and present status / Am J Pharm Educ 54 : 161 ~ 166
Culbertson VL / 1997 / Problem-based learning: a tutorial model incorporating pharmaceutical diagnosis / Am J Pharm Educ 61 : 18 ~ 25
Duek JE / 1996 / Learning issues identified by students in tutorless problem-based tutorials / Adv Health Sci Educ 1 : 29 ~ 40
Duncan-Hewitt WC / 1996 / A focus on process improves problembased learning outcomes in large classes / Am J Pharm Educ 60 : 408 ~ 416
Jang R / 1990 / Teaching pharmacy students problem solving: theory and present status / Am J Pharm Educ 54 : 161 ~ 166
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