Effects of Traditional Instruction Integrated with Community Based Active Learning on Clinical Pharmacy Skills and Soft Skills in Third-year Pharm. D. Students at Mahasarakham University

Abstract

Objectives: To evaluate the effects of traditional teaching integrated with community-based active learning (CBAL) on clinical pharmacy skills, soft skills and opinions of students and teachers regarding the teaching strategies in the third-year Doctor of Pharmacy (Pharm.D.) students at Mahasarakham University. Method: A quasi-experimental study was performed during the second semester of academic year 2018 in 100 third-year Pharm.D. students attending the lecture and practice sessions in class on the topics of patient interview and basic pharmacotherapy. The students participated in CBAL consisting of 2 visits at homes of patients with chronic diseases (one month apart). Clinical pharmacy skills of the students were assessed with Objective Structural Clinical Examination (OSCE) during mid-term and final examinations. Meanwhile, the self-assessment questionnaires were used to determine the student’s soft skills twice at the beginning and at the end of the semester. At the end of the semester, the study collected qualitative data on the opinion towards the teaching strategy using three focus groups discussions, two times among student representatives (n=12) and one among faculty members (n=4). Results: The mean total scores of clinical pharmacy skills in the final exam were significantly lower than that in the mid-term exam (midterm = 96.98±5.07, final =88.28±7.57, P<0.001). However, the mean scores of clinical pharmacy skills regarding drug information search and calculation in the final exam were significantly increased when compared to those in the mid-term exam (midterm=15.50 ± 3.49, final=20.42 ± 2.38, P<0.001). The students also had a significant increase in self-assessment scores on their soft skills from 3.73±0.39 to 3.90±0.38 (P<0.001). Both student and teacher groups agreed that the traditional instruction integrated with the CBAL helped strengthen the soft skills and clinical pharmacy skills for students. Conclusion: The learning strategy with the CBAL is one of the important strategies which can improve the soft skills and confidence for students. A development of clinical pharmacy skills may need a longer time. Therefore, it is necessary for teachers to continuously implement active learning strategies and evaluation throughout the program.