A 15-week small-group PBL model in clinical practice sites significantly increased 5th-year pharmacy students' self-assessed competencies on all 17 evaluated items (P < 0.05)¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Pharmacy students' self-assessed competencies increased through the PBL model with statistical significance (P < 0.05) on every one of the 17 competency items. → Khumsikiew et al. 2015

Evidence¶

Khumsikiew et al. 2015¶

Jeerisuda Khumsikiew, Sisira Donsamak, and Manit Saeteaw. (2015). A Model of Small-Group Problem-Based Learning In Pharmacy Education: Teaching in the Clinical Environment. The IAFOR Journal of Education, Volume III - Issue II - Summer 2015. https://iafor.org/journals

q2 · i? · causal · r1

One-group pretest-posttest quasi-experiment with 36 fifth-year pharmacy students; paired t-tests compared before/after self-assessment ratings on a 17-item questionnaire (Cronbach's Alpha 0.96). Mean differences per item ranged from 1.06 to 1.41, all with "P value" < 0.05; no effect size was printed.

"From table 3 shown that student's competencies have been increased through PBL model in all items evaluation and also statistical significant (P < 0.05) have found in every items"

Discussion¶

Related Claims¶

• Two aspects of the clinical PBL course drew relatively lower satisfaction: the self-directed-learning role required of students and the appropriateness of practice sites — related
• Students reported high-to-highest satisfaction with the clinical PBL model, with the facilitator role of the teacher rated highest — possibly the same claim (merge candidate)
• In an RCT, pharmacy students taught with PBL rated their own problem-solving and self-directed learning significantly higher on a questionnaire than LBL students did — related
• CBL significantly enhances communication and collaboration skills compared with LBL (RR = 2.49) — related