Effectiveness of Problem-Based Learning on Learning Achievement and Problem Solving Ability among Students in Diploma of Public Health Programme in Pharmacy Technique

Abstract

Objectives: 1) To compare learning achievement and problem solving ability before and after the implementation of problem-based learning (PBL) activities, and 2) To assess students^, learning skills during PBL activities. Methods: The subjects were 19 second year students in Diploma of Public Health Programme in pharmacy technique at Sirindhorn College of Public Health, Trang. The PBL activities were implemented in 2 topics in the course of Introduction to Clinical Pharmacy, i.e., the monitoring of adverse reactions from drugs and health products, and drug related problems during the order entry. The PBL activities covered 8 weeks with 150 minutes in a week with the total of 20 hours of learning. PBL activities consisted of 7 steps as follows: 1) students working in group clarified the problems in scenarios received from the researchers 2) students working in group identified main problems in scenarios. 3) students brainstormed to analyze identified problems and discuss to explain the problems based on their existing knowledge. 4) students working in group hypothesized the answers for identified problems and prioritized them. 5) students assessed themselves on what they knew, what they didn’t and what were needed for hypothesis testing. They determined objectives for knowledge gathering. 6) individual student collected the information on their own for 7 days, and 7) each student presented their findings and synthesized the information to prove hypotheses in scenarios. They then formulated general concepts from what they learned. The researcher measured learning achievement and problem solving abilities with multiple easy questions (MEQ) developed in the study. Facilitator evaluated PBL learning skills among students by observing their behaviors. The study also collected the data on students, opinion toward PBL activities with questionnaires. Appropriateness of input, process and output of PBL activities was assessed by interviewing all facilitators and focus group discussion among students. Results: Learning achievement and problem solving ability significantly improved after PBL activities, compared to those at baseline (P<0.05). Learning skills among students during PBL activities was at high levels. Appropriateness of PBL activities was at the high levels. Inputs, process and outputs of PBL activities were ready and appropriate. However, improvement should be made by the College i.e., to procure up-to-date textbooks and a more efficient internet system. Conclusion: Students^, learning achievement, problem solving ability and learning skill were improved by PBL activities. Facilitators and students viewed PBL activities as very appropriate. Therefore, the College should encourage more implementation of PBL activities especially in the professional courses.