Pharmacy Students Learning Styles and Preferences toward Teaching Methods in Learning Pharmaceutical Care Concept

Irawati, Sylvi and Hadisaputro, Dewi P. (2011) Pharmacy Students Learning Styles and Preferences toward Teaching Methods in Learning Pharmaceutical Care Concept. In: The 5th Conference of Asian Association of Schools of Pharmacy, 16-17 Juni 2011, Bandung.

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The paradigm concerning the role of pharmacist has shifted from supplying drugs to providing pharmaceutical care services.1 Pharmacy faculties have responsibility to develop a curriculum that enables pharmacy students to provide pharmaceutical care services. Pharmaceutical care is provided by identifying, solving and preventing drug-related problems in patients.2 There is a need to use alternative teaching methods to aid the students develop abilities for providing pharmaceutical care. Some research has demonstrated an association between preference toward certain teaching methods and individual s learning style.3 Learning style is the process by which an individual obtains their knowledge or skills.4 Understanding pharmacy students learning style will support educators to facilitate learning process by applying appropriate teaching methods. The purpose of the study was to describe pharmacy students learning style and preferences toward some teaching methods in learning Pharmaceutical Care Concept. The study was a survey using questionnaire that consisted of two parts. Part one was Kolb s Learning Style Inventory to assess students learning styles and second part were statements of four teaching methods to know students preferences. The questionnaire was given to 4th year pharmacy students registered in Clinical Pharmacy II course. In Clinical Pharmacy II course students were taught to identify and solve drug-related problems as a component of pharmaceutical care services. After completed the questionnaire, students were asked to choose their preferences toward four teaching methods. The study surveyed 63 pharmacy students. There were 11 incomplete questionnaires excluded from analysis. The characteristic of students surveyed is described in Table I. The students’ learning styles and preferences are described in Table II. Of the 52 students, the largest group was Assimilators (52%). The remaining students were divided among other three learning styles (23% Divergers, 21% Convergers, and 4% Accommodators). All Accommodator preferred case study as their teaching method. Lecturing was the most preferred teaching method for Divergers and Assimilators, while most Convergers prefered case study as their teaching method. Of all teaching methods, the most preferred was lecturing.

Item Type: Conference or Workshop Item (Paper)
Uncontrolled Keywords: Pharmacy students, Kolb’s Learning Styles Inventory
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
L Education > LC Special aspects of education
Divisions: Faculty of Pharmacy > Department of Pharmacy
Depositing User: Eko Setiawan 194014
Date Deposited: 09 May 2012 03:29
Last Modified: 24 Mar 2021 14:19

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