RESEARCH ARTICLE: Perceptions and attitudes of pharmacy students towards introducing research project-based learning module in a Malaysian public university

Authors

  • Ramadan Mohamed Elkalmi University of Science and Technology of Fujairah
  • Mohamed Hassan Elnaem International Isalmic University Malaysia
  • Azzyati Mohd. Suhaimi Universiti Teknologi MARA
  • Abdulkareem Mohamed Elshami International Islamic University Malaysia
  • Abdulrahman Fata Nahas International Islamic University Malaysia
  • Shazia Qasim Jamshed International Islamic University Malaysia

DOI:

https://doi.org/10.46542/pe.2020.201.p127-134

Keywords:

Project-Based Learning, Pharmacy Education, Pharmacy practice, Malaysia

Abstract

Objectives: To explore pharmacy students’ attitudes, satisfaction, and feedback regarding the introduction of a new project-based learning (PrBL) module in a Bachelor of Pharmacy (B.Pharm.) curriculum in a Malaysian public university.

Method: A pre-tested, validated 33-item web-based questionnaire was administered to third-year undergraduate pharmacy students in a Malaysian school of pharmacy (n=102). The grading and assessment tools consisted of a group-based research proposal, final project presentation, and final project report. Descriptive and inferential data analyses were performed using SPSS version 22. A p-value ≤0.05 was considered statistically significant.

Results: There was good receptiveness, positive attitude, and satisfaction towards the PrBL module among the study participants. The vast majority of the students (94.1%) believed that the module helped them in learning a topic that they did not know previously and found that it was fun and entertaining to work with friends. Many of students revealed that the PrBL increased their desire to learn and improve their communication skills (76.9%). Also, they agreed that the PrBL module was suitable to prepare them for future practice and problem solving (72.5%). About half of the students (48.0%) expressed their desire for future courses to adopt a PrBL approach. Overall, the majority of students indicated that they were satisfied with the performance of their supervisors (79.4%) and their supervisors made the aims and objectives of the module clear from the outset (65.7%).

Conclusion: A new PrBL module was received with good levels of satisfaction, and it is feasible to introduce such modules in other pharmacy programmes in Malaysia. Good PrBL design, a proper educational environment, and well- trained supervisors assisted in the implementation of the module. Feedback from students and preceptors is essential in module enhancement to accommodate their evolving demands and expectations.

Author Biographies

Ramadan Mohamed Elkalmi, University of Science and Technology of Fujairah

College of Pharmacy and Health Sciences

Mohamed Hassan Elnaem, International Isalmic University Malaysia

Department of Pharmacy Practice, Faculty of Pharmacy & Quality Use of Medicines Research Group, Faculty of Pharmacy

Azzyati Mohd. Suhaimi, Universiti Teknologi MARA

Department of Pharmacy Practice, Faculty of Pharmacy

Abdulkareem Mohamed Elshami, International Islamic University Malaysia

Department of Pharmacy Practice, Faculty of Pharmacy

Abdulrahman Fata Nahas, International Islamic University Malaysia

Department of Pharmacy Practice, Faculty of Pharmacy

Shazia Qasim Jamshed, International Islamic University Malaysia

Department of Pharmacy Practice, Faculty of Pharmacy Pahang

References

Awang, H., & Daud, Z. (2015). Improving a Communication Skill Through the Learning Approach Towards the Environment of Engineering Classroom. Procedia - Social and Behavioral Sciences, 195, 480– 486. doi: https://doi.org/10.1016/j.sbspro.2015.06.241

Barron, B., Schwartz, D., Vye, N., Moore, A., Petrosino, A., Zech, L., & Bransford, J. (2007). Doing With Understanding: Lessons From Research on Problem and Project-Based Learning. Journal of the Learning Sciences, 7(3), 271–311. doi: https://doi.org/10.1080/10508406.1998.9672056

Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House: A Journal of Educational Strategies, Issues, and Ideas, 83(2), 39–43. doi: https://doi.org/10.1080/00098650903505415

Blouin, R.A., & Adams, M.L. (2017). The Role of the Pharmacist in Health Care: Expanding and Evolving. North Carolina Medical Journal, 78(3), 165–167. doi: https://doi.org/10.18043/ncm.78.3.165

Blumentfeld, P.C., Soloway, E., Marx, R.W., Krajcik, J.S., Guzdial, M., & Palincsar, A. (1991). Motivating project- based learning: sustaining the doing, supporting the learning. Educational Psychologist, 26(3–4), 369–398

Chu, S.K.W., Tse, S.K., Loh, E.K.Y., & Chow, K. (2011). Collaborative inquiry project-based learning: Effects on reading ability and interests. Library and Information Science Research, 33(3), 236–243. doi: https://doi.org/ 10.1016/j.lisr.2010.09.008

Ciftci, S. (2015). The Effects of Using Project-Based Learning in Social Studies Education to Students’ Attitudes towards Social Studies Courses. Procedia - Social and Behavioral Sciences, 186, 1019–1024. doi: https://doi.org/10.1016/j.sbspro.2015.04.205

Coster, S., Norman, I., Murrells, T., Kitchen, S., Meerabeau, E., Sooboodoo, E., & d’Avray, L. (2008). Interprofessional attitudes amongst undergraduate students in the health professions: A longitudinal questionnaire survey. International Journal of Nursing Studies, 45(11), 1667–1681. doi: https://doi.org/10.1016/ j.ijnurstu.2008.02.008

Crumbley, L., Henry, B.K., & Kratchman, S.H. (2001). Students’ perceptions of the evaluation of college teaching. Quality Assurance in Education, 9(4), 197–207. doi: https://doi.org/10.1108/EUM0000000006158

Doppelt, Y. (2003). Implementation and assessment of project-based learning in a flexible environment. International Journal of Technology and Design Education, 13(3), 255–272. doi: https://doi.org/10.1023/ A:1026125427344

Efstratia, D. (2014). Experiential Education through Project Based Learning. Procedia - Social and Behavioral Sciences, 152, 1256–1260. doi: https:// doi.org/10.1016/j.sbspro.2014.09.362

Elkalmi, R.M., Alshami, A.K.M., Ahmad, A., Khan, M.U., Rahman, N.S.A., & Alkoudmani, R.M. (2015). Assessment of learning style preferences of pharmacy students: Findings from public university of Malaysia. Indian Journal of Pharmaceutical Education and Research, 49(4), 266–271. doi: https://doi.org/10.5530/ ijper.49.4.4

Elnaem, M.H., Bin Che Ibrahim, M.Z., Abdul Rahman, N.A.H., Binti Mahyidin, N.H., Binti Sulaiman, N.M., & Binti Zulkiflee, F.A. (2018). Knowledge and perceptions toward cardiology pharmacy education and training: Malaysian pharmacy students’ perspectives. Currents in Pharmacy Teaching and Learning, 10(4), 453–462. doi: https://doi.org/10.1016/j.cptl.2017.12.019

Frank, M., Lavy, I., & Elata, D. (2003). Implementing the project-based learning approach in an academic engineering course. International Journal of Technology and Design Education, 13(3), 273–288. doi: https:// doi.org/10.1023/A:1026192113732

Gardner, H.E. (2006). Multiple Intelligences: New Horizons in Theory and Practice (online). Available at: https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q =Gardner+HE.+Multiple+intelligences%3A+New+horizons+in+ theory+and+practice.+New+York%3A+Basic+books%3B+2008. +320+p.&btnG=. Accessed 20th May, 2020

Gordon, R. (1998). Balancing Real-World Problems with Real-World Results. Phi Delta Kappan, 79(5), 390. Available at: https://www.questia.com/read/ 1G1-20371169/balancing-real-world-problems-with-real- world-results. Accessed 20th May, 2020

Hall, P., & Weaver, L. (2001). Interdisciplinary education and teamwork: A long and winding road. Medical Education, 35(9), 867–875. doi: https://doi.org/ 10.1046/j.1365-2923.2001.00919.x

Hassali, M.A., Shafie, A.A., Awaisu, A., Izham, M., Ibrahim, M.I.M., & Ahmed, S.I. (2009). A Public Health Pharmacy Course at a Malaysian Pharmacy School. American Journal of Pharmaceutical Education, 73(7), Art.136. doi: 10.5688/aj7307136

Heyden, Y. Vander, Deconinck, E., Vannecke, C., Questier, F., Van Gyseghem, E., & Massart, D.L. (2007). Skills development by project-based education in the food and diet course of a pharmacy program. Pharmacy Education, 7(3), 235–238. doi: https:// doi.org/10.1080/15602210701463718

Hibbert, D., Bissell, P., & Ward, P.R. (2002). Consumerism and professional work in the community pharmacy. Sociology of Health and Illness, 24(1), 46– 65. https://doi.org/10.1111/1467-9566.00003

Ibrahim, M.I.M., Awang, R., & Razak, D.A. (1998). Introducing social pharmacy courses to pharmacy students in Malaysia. Medical Teacher, 20(2), 122–126. doi: https://doi.org/10.1080/01421599881228

Kaldi, S., Filippatou, D., & Govaris, C. (2011). Project- based learning in primary schools: Effects on pupils’ learning and attitudes. Education 3-13, 39(1), 35–47. doi: https://doi.org/10.1080/03004270903179538

Lawshe, C.H. (1975). Quantitative Approach To Content Validity. Personal Psychology, 28, 563–575

Major, C.H., & Palmer, B. (2001). Academic Exchange Quarterly Spring 2001 : Volume 5 , Issue 1 Assessing the Effectiveness of Problem Based Learning in Higher Education: Lessons from the Literature. Academic Exchange Quarterly, 5(1), 4–9. Available at: http:// www.rapidintellect.com/AEQweb/mop4spr01.htm

Ng, L., Cullum, S., Cheung, G., & Friedman, S.H. (2018). Transforming an idea into a scholarly project. Australasian Psychiatry, 26(2), 210–213. doi: https:// doi.org/10.1177/1039856217751985

Serdyukov, P. (2018). Innovation in education: what works, what doesn’t, and what to do about it? Journal of Research in Innovative Teaching & Learning, 10(1), 4–33. doi: https://doi.org/10.1108/jrit-10-2016-0007

Thomas, J. W. (1983). A Review of Research on Lecturing. Higher Education Research & Development, 2(1), 63–78. https://doi.org/ 10.1080/0729436830020105

Van den Bergh, V., Mortelmans, D., Spooren, P., Van Petegem, P., Gijbels, D., & Vanthournout, G. (2006). New Assessment Modes Within Project-Based Education - the Stakeholders. Studies in Educational Evaluation, 32(4), 345–368. doi: https://doi.org/ 10.1016/j.stueduc.2006.10.005

Webb, A., & Moallem, M. (2016). Feedback and feed- forward for promoting problem-based learning in online learning environments. Malaysian Journal of Learning and Instruction, 13(2), 1–41. doi: 10.32890/ mjli2016.13.2.1

Wood, D.F. (2003). ABC of learning and teaching in medicine: problem based learning. British Medical Journal, 326(7385), 385–387. doi: https://doi.org/ 10.1136/bmj.326.7385.385

Wood, E. J. (2004). Problem-based learning. Acta Biochimica Polonica, 51(2), 21-26

Worthy, M.J. (2000). Conducting research on topics of student interest. Reading Teacher, 54(3), 298–299

Published

10/06/2020

Issue

Section

Research Article