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Am J Pharm Educ. 2006 Aug 15;70(4):82.

The impact of problem-based learning on students' perceptions of preparedness for advanced pharmacy practice experiences.

Author information

  • 1School of Pharmacy-Office Annex, University of MS Medical Center, Jackson, MS 39216, USA. shogan@pharmacy.umsmed.edu

Abstract

OBJECTIVES:

To evaluate graduating pharmacy students' perceptions of their preparedness for advanced pharmacy practice experiences and the effectiveness of problem-based learning in their preparation.

METHODS:

A survey instrument was administered anonymously in May 2004 and May 2005 to graduating pharmacy students of the University of Mississippi School of Pharmacy.

RESULTS:

Students reported that the areas in which problem-based learning prepared them most effectively for advanced pharmacy practice experiences were retrieval of medical information (80%), discussion of disease states and drug therapies at the basic science level (56%), and evaluation of the appropriateness of a medication regimen based on patient specific information (50%). Areas in which students reported being inadequately prepared included identifying and utilizing drug assistance programs (42%) and processing prescriptions/hospital orders (40%).

CONCLUSION:

Data from 2 consecutive graduating classes supports that problem-based learning is an effective format for preparing pharmacy students for advanced pharmacy practice experiences in a variety of areas.

PMID:
17136201
PMCID:
PMC1636981
[PubMed - indexed for MEDLINE]
Free PMC Article
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