Abstract

The aim of this study was to determine the learning-style scores of final-professional Pharmacy students before and after various teaching experiences and to evaluate the relationships between scores and teaching practice variables (problem-construction practice). The outcome was the determination of better teaching experiences to improve learning skills. The study was an observational cohort study design used for final professional Pharmacy students. The Pharmacy inventory and learning style (PILS) model was employed for pre and post score after every teaching practice. Problem-construction practice (PCP) technique was developed and analyzed against other teaching practices. Research findings show significant increase in level of knowledge after each module of teaching, the majority of students fall in high level of clinical knowledge with Problem-base learning (PBL) and Problem construction practice (PCP). Two domains of PILS (Enactor and Producers) significantly cross-over the other two domains with 17.6 and 5.9% of increase in post-result score. Findings also showed the increase characteristics of Enactor and Producers with PCP, compared with Producer and director in PBL practice. The external environment (teaching style) has influence on the individual student learning behavior. For effective learning, a variety of techniques were employed for the identification of EPI (educational personnel intellectuality). PILS scoring model is a unique model which comprises both cognitive (constructivism) and psychological concept. Currently, the only limitation found in this research was absence of a benchmark for teacher assessment.

Key words: Problem-base learning, learning style, case-construction study, self-learning, assessment.