Quantitative evaluation of problem-based learning outcomes on student pharmacists’ patient care process in Japan

Background: This study aimed to evaluate the learning effects of problem-based learning (PBL) by quantitatively comparing the medication management abilities of PBL practitioners (the PBL group) and non-practitioners (the non-PBL group) among pharmacy students in Japan. Methods: An outpatient-based pharmacy practice simulation was conducted using electronic medical records (EMRs) to assess both groups based on the Pharmacists’ Patient Care Process (PPCP) concept. Results: The median values for the non-PBL group and the PBL group were, respectively, 34 and 51 points for ‘Collect’, 22 and 23 points for ‘Assess’, 11 and 20 points for ‘Plan’, 20 and 36 points for ‘Implement’, and 4 and 11 points for ‘Follow-up’. Conclusion: The learning effects of PBL were significant for each step of the PPCP except for the ‘Assess’ domain. It is suggested that a roadmap be developed to enhance medication management abilities further while also utilising EMRs and incorporating the concept of PPCP into evaluations.