Usefulness of Group Work as a Teaching Strategy for Long-Term Practical Training in the 6-Year Pharmaceutical Education

Abstract

At the initiation of long-term practical training in the 6-year pharmaceutical education, there are many issues to be solved. For example, it is necessary for teaching pharmacists, who are in charge of both sta‹ng and teaching pharmacy students, to manage their workload with other staŠ pharmacists. To overcome this situation and to improve the motivation of teaching pharmacists towards student practical training, we twice held group work (GW) sessions for teaching pharmacists, and then evaluated whether such training was eŠective for their understanding of the Model Core Curriculum for Practical Training and for promoting a higher level of motivation. During the two-day GW discussions, teaching pharmacists, who work daily in the dispensing area, were separated into two groups to discuss teaching skills. A questionnaire survey was completed by participants before and after each GW session. According to the survey, more than 90％ of the pharmacists had a higher motivation level for practical training after the sessions. Particularly in the second GW training, the response rate of``being actively involved'' improved from 40％ to 70％. Furthermore,``The Educational Evaluation Testing'' was conducted, which conˆrmed the increased participant comprehension. The median scores of the comprehensive exams signiˆcantly (p＜0.01) improved in twice GW, respectively. Therefore, we conclude that GW sessions are a useful tool for both improving professional knowledge about the Model Core Curriculum and motivating teaching pharmacists involved in the practical training of students. We hope that this exercise will lead to higher student motivation and satisfaction during their practical training.

Developing social accountability in 1st-year medical students: A case study from the Nelson R Mandela School of Medicine, Durban, South Africa

“…The support of the peer group, as reported by Kubo et al, [14] can greatly assist collaborative learning; this has been demonstrated in this case study where students gained insight into both the subject matter and how their course was preparing them in a relevant manner for their future career.…”