Abstract
We previously reported on the usefulness of our team-based learning (TBL) and problem-based learning (PBL) exercise program for training pharmacists to conduct social research studies through appropriate measurement and statistical analysis, through a quantitative study. In this study, we conducted a mixed study with qualitative research to evaluate the learning process experienced by students in these exercises in depth. For each of the five groups of students classified in the previously reported quantitative analysis, the written comments on the exercise were analyzed using Steps for Coding and Theorization (SCAT) to generate story lines and theoretical descriptions. The results revealed that students engaged in diverse active learning according to their position, existing knowledge, and abilities, suggesting differences in students’ learning process, efforts, and learning even among the groups showing the same quantitative trend, and that they obtained satisfaction that was not revealed by quantitative research alone. Furthermore, these results indicate that mixed methods may be a solution to issues that quantitative studies cannot clarify in the verification of educational outcomes.
