Study on Problem-based Learning (PBL) Program for the Doctor of Pharmacy (Pharm. D.) Course in School of Pharmacy, The University of Mississippi

—Problems Expected in Introduction of PBL in Japan with Regard to Facilities, Management, Evaluation and Educational Effects—

Abstract

In recent decades, problem-based learning (PBL) programs have been applied as a learning technique for medical under-graduate students because they can provide a highly motivational environment for acquisition of knowledge. PBL uses small-group discussions, independent learning and working together to solve patients' medical problems.
In this study, we reviewed a PBL program in the US to assess its relevance to pharmaceutical education in Japan. Challenges related to its introduction in Japan, such as implementation, evaluation and educational effectiveness, are discussed in detail.
We studied the PBL program at the School of Pharmacy in The University of Mississippi from 2004 to 2005 by attending PBL group meetings, facilitator meetings and examination committee meetings. This PBL program was adopted for the Doctor of Pharmacy (Pharm. D.) track in 1995 and is conducted by a total of 40 facilitators per year. Students are evaluated on their knowledge, comprehension, problem solving tests and group discussion skills. All of the courses in the fifth-year of the Pharm. D. program are integrated in the PBL format. It enables students to understand how various fields such as physiology, pathology, therapeutics and drug information are interrelated. The information obtained in this study could be useful for the implementation of PBL programs in Japanese pharmaceutical education.