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首页> 外文期刊>The International journal of pharmacy practice >Problem-based learning: An exploration of student opinions on its educational role in one UK pharmacy undergraduate curriculum
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Problem-based learning: An exploration of student opinions on its educational role in one UK pharmacy undergraduate curriculum

机译：基于问题的学习：学生对其在某英国药学本科课程中的教育作用的看法的探索

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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.
机译：目的基于问题的学习（PBL）被引入东英吉利大学（UEA）的本科学位课程的前三年，以增强学生的学习经验并使其达到外部课程认证标准。需要支持这两个断言的证据。目的是确定学生对一所英国药学学校的PBL价值和PBL学习过程的看法。方法利用英国药学学校的专业认证标准，设计并试行了问卷，然后将问卷提供给所有UEA本科药学学生进行自我完善。由学生领导的焦点小组确定了最合适的传播方法。主要发现共有201/329（61.1％）名学生做出了回应。大多数学生同意PBL改善了团队合作（83.1％），口头沟通（89.1％）和解决问题的技能（61.7％）。此外，PBL提高了学生识别和解决道德困境的能力（74.5％），并增强了他们管理自己的学习的能力（67.6％）。研究发现，男生和对团队合作有明显偏爱的学生更喜欢PBL。结论学生通常认为PBL开发了许多关键技能，因此将PBL与传统的教学方法结合起来可以使学校达到许多学位认证标准。男生，那些喜欢团队合作和与他们当前小组合作的人，对PBL更加乐观。需要进一步的工作来改善所有学生的体验。

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