Developing a Learner-Centered Pharmaceutical Care Course using a Focus Group Approach
By: Mesquita, Alessandra Rezende
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Contributor(s): Souza, Werlissandra Moreira de.
Publisher: Bengaluru Indian journal of pharmaceutical education and research 2019Edition: Vol.53(10, Jan-Mar.Description: 61-69p.Subject(s): PHARMACEUTICSOnline resources: Click here
In:
Indian journal of pharmaceutical education and researchSummary: Background: the aim of this article was to obtain the opinions of a pharmacist teachers group regarding the pharmaceutical care course model most suited to Brazil. Methods: five teachers of pharmaceutical care courses in public Faculty of Pharmacy in Brazil were selected to participate. Participants were asked to provide their perceptions about 3 predetermined questions regarding the content that should be taught in pharmaceutical care course, skills that should be taught in the course, and learning activities that are necessary to develop the knowledge and skills that are taught. Data were subjected to a content analysis. Results: the focus group identified 5 categories related to the students’ development of professional identity: competences to pharmaceutical care; challenges to teach; instructional design; learning assessment; and barriers to the application of the teaching method. Conclusion: the report of this focus group shows that new teaching methods should be implemented to ensure effective pharmaceutical care courses
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Articles Abstract Database
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School of Pharmacy Archieval Section | Not for loan | 2019956 |
Background: the aim of this article was to obtain the opinions of a pharmacist teachers group regarding the pharmaceutical care course model most suited to Brazil. Methods: five teachers of pharmaceutical care courses in public Faculty of Pharmacy in Brazil were selected to participate. Participants were asked to provide their perceptions about 3 predetermined questions regarding the content that should be taught in pharmaceutical care course, skills that should be taught in the course, and learning activities that are necessary to develop the knowledge and skills that are taught. Data were subjected to a content analysis. Results: the focus group identified 5 categories related to the students’ development of professional identity: competences to pharmaceutical care; challenges to teach; instructional design; learning assessment; and barriers to the application of the teaching method. Conclusion: the report of this focus group shows that new teaching methods should be implemented to ensure effective pharmaceutical care courses
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