Effect of Problem-Based Learning (PBL) on Problem-solving and Communication Skills in Pharmacy Student

Background:The evolving healthcare environment necessitates changes in pharmacy education to meet these demands, with problem-based learning (PBL) being a promising approach.Methods: This study employed a single-group, repeated-measures design to evaluate the effects of PBL on the communication and problem-solving skills of fifth-year pharmacy students at S University.The course, which focused on pharmacy practice and communication, included 36 students who participated in structured pre-and post-intervention surveys, as well as self-reflection journals.The primary competencies assessed were problem-solving and communication skills.Data collection involved quantitative measures through surveys and qualitative insights from self-reflection notes.Results: Of the 36 students, 35 completed the pre-intervention surveys, and 27 completed the post-intervention assessments.Significant improvements were observed in problem-solving skills, including problem identification, information gathering, and planning.Communication skills showed overall improvement, though the differences were not statistically significant.Qualitative analysis of self-reflection notes revealed enhanced understanding of elderly patient care, increased responsibility, teamwork, and the importance of effective communication in pharmacy practice.Commonly identified themes included a heightened sense of responsibility, the importance of teamwork, and an appreciation for the multifaceted nature of pharmacy practice in elderly care.Conclusion: The PBL approach effectively enhanced students' problem-solving abilities and provided valuable experiential learning in pharmacy practice.The qualitative data indicated that students gained a deeper understanding of their roles and responsibilities, fostering greater motivation and teamwork.Further research should focus on broader applications across different institutions to validate these findings.