アドバンストProblem-Based Learningの導入と学生による評価の分析

概要

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In preparation for the introduction of advanced problem-based learning (PBL) at higher levels of the 6-year curriculum of pharmaceutical education which began in April 2006, we conducted a PBL trial in the clinical pharmacy course for graduate students (n=16). There was 1 case of Typical Type PBL and four cases of Question Type PBL. The results of a questionnaire survey concerning the PBL lectures indicated a high level of satisfaction for many students and in the "general evaluation" of the self-assessment by students, they gave high scores to both Typical Type PBL and Question Type PBL. The data obtained were subjected to Customer Satisfaction (CS) analysis which is generally used for market surveys. When applied to the self assessment, CS analysis uncovered problems that would have been overlooked by conventional statistical analysis such as those in mean assessment values. The use of Customer Satisfaction analysis in this way enabled us to infer that the combined use of Typical Type PBL and Question Type PBL was effective in self learning by students.
日本医療薬学会の論文
2008-08-10