earticle

논문검색

One Instructor에 의해 진행된 Modified Problem-Based Learning 교육기법 평가

원문정보

Evaluation of Modified Problem-Based Learning Facilitated by One Instructor

김현아

초록

영어

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.

목차

Abstract
 연구방법
 연구결과
  Modified PBL 수업 관련
  Modified PBL 개별 활동 관련
  Modified PBL 그룹 활동 관련
  Modified PBL facilitator 관련
  전반적 평가
 고찰
 참고문헌

저자정보

  • 김현아 Hyunah Kim. 아주대학교 약학대학

참고문헌

자료제공 : 네이버학술정보
  • 1Jang R, Solad SW. Teaching pharmacy students problem solving: theory and present status. Am J Pharm Educ 1990; 54: 161-66.
  • 2Implementation and refinement of a problem-based learning model: a ten-year experience.네이버 원문 이동
  • 3Strohfeldt K, Grant DT. A model for self-directed problembased learning for renal therapeutics. Am J Pharm Educ 2007; 74: 173-9.
  • 4Pharmacy students' learning styles before and after a problem-based learning experience.네이버 원문 이동
  • 5Problem-Based Learning: A Tutorial Model Incorporating Pharmaceutical Diagnosis네이버 원문 이동
  • 6A Focus on Process Improves Problem-Based Learning Outcomes in Large Classes네이버 원문 이동
  • 7Duek JE, Wilkerson L, Adinolfi T. Learning issues identified by students in tutorless problem-based tutorials. Adv Health Sci Educ 1996; 1: 29-40.
  • 8Kim JT, Kim JY, Kim MC, et al., Assessment of problem based learning application in clinical pharmacy education. Kor J Clin Pharm 2013; 23: 65-70.
  • 9최정임, 장경원. PBL로 수업하기. 서울: 학지사, 2010: 243- 244.
  • 10Tutored Versus Tutorless Groups in Problem-Based Learning네이버 원문 이동
  • 11A model for small-group problem-based learning in a large class facilitated by one instructor.네이버 원문 이동
  • 12The challenge of "teaching" large groups of learners: strategies to increase active participation and learning.네이버 원문 이동
  • 13Use of Problem Based Discussion Sessions in a First Year Pharmaceutical Dosage Forms Course네이버 원문 이동
  • 14Implementation of a Pharmaceutics Course in a Large Class through Active Learning Using Quick-Thinks and Case-Based Learning네이버 원문 이동
  • 15Utilizing the Peer Group Method with Case Studies to Teach Pharmaceutics네이버 원문 이동

※ 기관로그인 시 무료 이용이 가능합니다.

  • 4,000원

0개의 논문이 장바구니에 담겼습니다.