The Implementation of a Case-based Learning Method on Physical Pharmacy Course

DOI

10.2991/assehr.k.220303.046How to use a DOI?

Keywords

“Action Research”; “Physical Pharmacy Courses”; “Case-based method”; “Undergraduate Pharmacy”

Abstract

This article reports on active learning techniques applied to the Physical Pharmacy course taught to the third-semester students of the Undergraduate Pharmacy Study Program, with a total class of 145 students divided into two parallel classes. The purpose of this action research is to develop a Case-Based Method in the teaching and learning process of Physical Pharmacy courses in accordance with the key performance indicators of the Ministry of Education, Culture, Research, and Technology. Learning guidelines are prepared, and the method is implemented in the Odd Semester of the 2021/2022 academic year. There were 3 cases presented to students during seven synchronous meetings before the midterms, which were discussed in small groups of 7 to 8 students. The outputs are in the form of mid-semester test scores and case completion scores. There is an increase in the average score of the students’ midterm exams from (52.39 ± 14.47; n=71) for Class A; (57.78 ± 16.44; n=72) for Class B in the odd semester academic year 2020/2021 to (71.69 ± 11.38; n=67) for Class A; (69.40 ± 13.63; n=78) for Class B in the odd semester academic year 2021/2022. The survey of student satisfaction with the learning method showed an average score of 3.03 ± 0.28 (n=109) out of 4. The implementation of case-based learning methods in Physical Pharmacy course can add insight to students in applying the theory of physicochemical properties of drugs in designing drug dosage forms.

Copyright

© 2022 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Henny Lucida
PY  - 2022
DA  - 2022/03/28
TI  - The Implementation of a Case-based Learning Method on Physical Pharmacy Course
BT  - Proceedings of the 4th International Conference on Educational Development and Quality Assurance (ICED-QA 2021)
PB  - Atlantis Press
SP  - 259
EP  - 262
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220303.046
DO  - 10.2991/assehr.k.220303.046
ID  - Lucida2022
ER  -