Students Perceptions, Satisfactions and Challenges on Problem-Based Learning (PBL): A Survey Study Among Final Year Pharmacy Students
Article Sidebar
Main Article Content
Abstract
Introduction: Problem-based learning (PBL) is being adopted more frequently in pharmacy education to enhance skills such as problem-solving, and self-directed learning. However, thorough research on pharmacy students’ perceptions and satisfaction towards PBL in Malaysia remains inconclusive. This study aims to explore students’ views, satisfaction, and obstacles regarding PBL in pharmacy education especially to improve critical thinking, interpersonal skills, and problem-solving skills. Method: A cross-sectional study using a validated closed and open-ended questionnaire consisting of 22 statements was distributed among 84 final-year pharmacy students. Results: Eighty-four final-year pharmacy students participated in this study. Findings revealed that the majority agreed with statements on benefits that PBL significantly contributed to their knowledge acquisition (100.0%), stimulated the exploration of basic scientific concepts (98.8%), and enhanced their understanding in selecting both pharmacological and non-pharmacological approaches in disease management (97.6%, 95.2% respectively). The consensus extended to the belief that PBL fostered interactions with peers (91.7%), improved problem-solving skills (95.2%) and enhanced interpersonal skills (95.2%). Students expressed confidence in their instructors’ clarity (92.9%) and clear answers to questions (90.5%). Most felt comfortable participating in discussions (69%), and nearly all students were satisfied with their group members’ cooperation (95.2%). Although, most findings highlight positive aspects of PBL, this study also identified three major challenges in PBL implementation, namely 1) insufficient time for PBL preparation, 2) lack of teamwork, and 3) difficulty in finding adequate reading materials. Conclusion: Overall, these findings highlight positive aspects of the PBL experience among respondents. Future research should consider diverse student populations, conduct longitudinal studies, and explore instructors’ perspectives.
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
Journal of Pharmacy at https://journals.iium.edu.my/ktn/index.php/jp is licensed under a Creative Commons Attribution 4.0 International License.
References
Accreditation Council For Pharmacy Education. (2024). Accreditation Standards And Key Elements For The Professional Program In Pharmacy Leading To The Doctor Of Pharmacy Degree. Standards 2025.
Elkalmi, R. M., Elnaem, M. H., Suhaimi, A. M., Elshami, A. M., Nahas, A. F., & Jamshed, S.Q. (2020). Perceptions and attitudes of pharmacy students towards introducing research project-based learning module in a Malaysian public university. Pharmacy Education, 20, p127-134. DOI: https://doi.org/10.46542/pe.2020.201.p127-134
Ghani, A. S. A., Rahim, A. F. A., Yusoff, M. S. B., & Hadie, S. N. H. (2021). Effective Learning Behavior in Problem-Based Learning: a Scoping Review. Medical Science Educator, 31(3), 1199–1211. https://doi.org/10.1007/s40670-021-01292-0 DOI: https://doi.org/10.1007/s40670-021-01292-0
Ghufron, M. A., & Ermawati, S. (2018). The Strengths and Weaknesses of Cooperative Learning and Problem-based Learning in EFL Writing Class: Teachers and Students’ Perspectives. In International Journal of Instruction (Vol. 11, Issue 4, pp. 657–672). http://repository.ikippgribojonegoro.ac.id/461/1/EJ1191701.pdf DOI: https://doi.org/10.12973/iji.2018.11441a
González-Lillo, E. A. (2023). Tutors’ and Students’ Views on Learning and Feedback in Problem-Based Learning. European Journal of Educational Research, volume–12– 2023(volume–12–issue–2–april–2023), 705–717. https://doi.org/10.12973/eu- DOI: https://doi.org/10.12973/eu-jer.12.2.705
Hussain, M., Sahudin, S., Abu Samah, N. H., & Anuar, N. K. (2019). Students perception of an industry based approach problem based learning (PBL) and their performance in drug delivery courses. Saudi pharmaceutical journal : SPJ : the official publication of the Saudi Pharmaceutical Society, 27(2), 274–282. https://doi.org/10.1016/j.jsps.2018.11.009 DOI: https://doi.org/10.1016/j.jsps.2018.11.009
Ibrahim, M. E., Al-Shahrani, A. M., Abdalla, M. E., Abubaker, I. M., & Mohamed, M. E. (2018). The Effectiveness of Problem-based Learning in Acquisition of Knowledge, Soft Skills During Basic and Preclinical Sciences: Medical Students' Points of View. Acta informatica medica: AIM : journal of the Society for Medical Informatics of Bosnia & Herzegovina : casopis Drustva za medicinsku informatiku BiH, 26(2), 119–124. https://doi.org/10.5455/aim.2018.26.119-124 DOI: https://doi.org/10.5455/aim.2018.26.119-124
Montepara, C. A., Woods, A. G., & Wolfgang, K. W. (2021). Problem-based learning case studies: Delivery of an educational method and perceptions at two schools of pharmacy https://doi.org/10.1016/j.cptl.2021.01.026 DOI: https://doi.org/10.1016/j.cptl.2021.01.026
Moseley, L. E., Ford, C. R., & Wilkins, E. B. (2020). Using Focus Groups to Explore Evolving Perceptions of Student Pharmacists' Curricular Experiences. American journal of pharmaceutical education, 84(1), 7122. https://doi.org/10.5688/ajpe7122 DOI: https://doi.org/10.5688/ajpe7122
Nasr, Z. G., & Wilby, K. J. (2017). Introducing problem-based learning into a Canadian- accredited Middle Eastern educational setting. Currents in Pharmacy Teaching and Learning, 9(4), 719–722. https://doi.org/10.1016/j.cptl.2017.03.027 DOI: https://doi.org/10.1016/j.cptl.2017.03.027
Putri, S. T., & Sumartini, S. (2021). Integrating Peer Learning Activities and Problem-Based Learning in Clinical Nursing Education. SAGE Open Nursing, 7, 237796082110002. https://doi.org/10.1177/23779608211000262 DOI: https://doi.org/10.1177/23779608211000262
Razali, S. N. A. M., Rusiman, M. S., Gan, W. S., & Arbin, N. (2018). The Impact of Time Management on Students’ Academic Achievement. Journal of Physics: Conference Series, 995, 012042. https://doi.org/10.1088/1742-6596/995/1/012042 DOI: https://doi.org/10.1088/1742-6596/995/1/012042
Sistermans, I. J. (2020). Integrating competency-based education with a case-based or problem-based learning approach in online health sciences. Asia Pacific Education Review, 21(4), 683–696. https://doi.org/10.1007/s12564-020-09658-6 DOI: https://doi.org/10.1007/s12564-020-09658-6
Trullàs, J.C., Blay, C., Sarri, E. et al. (2022). Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review. BMC Med Educ 22, 104 https://doi.org/10.1186/s12909-022-03154-8 DOI: https://doi.org/10.1186/s12909-022-03154-8
Yew, E. H. J., & Goh, K. (2016). Problem-Based Learning: An Overview of its Process and Impact on Learning. Health Professions Education, 2(2), 75–79. https://doi.org/10.1016/j.hpe.2016.01.004 DOI: https://doi.org/10.1016/j.hpe.2016.01.004
Yusoff, M. S. B. (2019). ABC of Content Validation and Content Validity Index Calculation. Education in Medicine Journal, 11(2), 49–54. https://doi.org/10.21315/eimj2019.11.2.6 DOI: https://doi.org/10.21315/eimj2019.11.2.6
Zhou, J., Zhou, S., Huang, C., Xu, R., Zhang, Z., Zeng, S., & Qian, G. (2016). Effectiveness of problem-based learning in Chinese pharmacy education: A meta-analysis Approaches to teaching and learning. BMC Medical Education, 16(1). https://doi.org/10.1186/s12909- 016-0546-z DOI: https://doi.org/10.1186/s12909-016-0546-z