Background and purpose

Problem-based learning (PBL) case studies are not currently offered in the pharmacy school curriculum in Italy. This study sought to assess the perceptions of a PBL case study activity delivered at two pharmacy schools in Italy.

Educational activity and setting

A total of 64 pharmacy students and three pharmacy faculty from Italy participated in the live PBL activity. They collaborated on teams with pharmacy students from the United States to discuss a patient case and prepare drug therapy recommendations. A cross-sectional survey was performed to assess the Italian participants' perceptions before and after partaking in the PBL activity.

Findings

Results from the survey utilizing a five-point Likert-type scale (1 = strongly disagree to 5 = strongly agree) demonstrated that students and faculty from both pharmacy schools in Italy perceived the value in applying information learned in PBL to their current or future practices (4.48 ± 0.79) and in collaborating with a team to improve patient care (4.66 ± 0.79). In addition, the vast majority (93%) of participants agreed or strongly agreed that they would be interested in continuing to participate in PBL in the future.

Summary

Students and faculty at two pharmacy schools in Italy found the delivery of a PBL exercise to be beneficial for their professional development. This may suggest an opportunity for pharmacy schools in Italy to add the PBL case-based teaching method into their curriculum.

中文翻译：

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基于问题的学习案例研究：在意大利的两所药学院提供教育方法和看法

背景和目的

意大利的药学院课程中目前不提供基于问题的学习 (PBL) 案例研究。本研究旨在评估在意大利两所药学院开展的 PBL 案例研究活动的看法。

教育活动和环境

共有来自意大利的64名药学学生和3名药学教师参加了现场PBL活动。他们与来自美国的药学学生组成团队合作，讨论患者病例并准备药物治疗建议。进行了一项横断面调查，以评估意大利参与者在参与 PBL 活动前后的看法。

发现

使用李克特五点量表（1 = 非常不同意，5 = 非常同意）的调查结果表明，意大利两所药学院的学生和教师都认为将 PBL 中学到的信息应用于他们当前或未来的实践的价值(4.48 ± 0.79) 并与团队合作改善患者护理 (4.66 ± 0.79)。此外，绝大多数（93%）的参与者同意或强烈同意他们将来有兴趣继续参与PBL。

概括

意大利两所药学院的学生和教师发现提供 PBL 练习有利于他们的专业发展。这可能意味着意大利的药学院有机会将基于案例的 PBL 教学方法添加到他们的课程中。