Formative Evaluation of Experiential Education on Community Pharmacy Settings through Classroom Seminar Activities

Abstract

Objective: To evaluate seminar activities held during experiential learning in community pharmacies in terms of student’s satisfaction, knowledge and skills among fourth-year students in Doctor of Pharmacy Program, the Faculty of Pharmaceutical Sciences, Chulalongkorn University. Methods: The seminar was held during May-July, 2014 by having the students present their assigned case-study reports. The researchers evaluated the activities using self-administered questionnaire completed by the students. A focus-group was also conducted in faculty members involved in experiential education in pharmacy practice settings. Results: More than 70% of students were satisfied with the format of seminar activities especially comments from faculty members with various expertise and experiences. Students are motivated to have critical thinking and learning from several viewpoints.  The students reported that comments from the faculty members in each activity and self-learning had the highest impact on their knowledge and skills obtained from seminar participation.  Journal club is the seminar activity needed the most improvement because of the limitation on students’ knowledge and understanding.  Conclusion:  Classroom seminar activities can enhance student learning and evaluate student’s professional knowledge and skills for educational development.