Developing a Learner-Centered Pharmaceutical Care Course using a Focus Group Approach

Indian Journal of Pharmaceutical Education and Research

  • Alessandra Rezende Mesquita1Department of Pharmacy, Federal University of Minas Gerais, Belo Horizonte, MG, BRAZIL.
  • Werlissandra Moreira de Souza2Department of Pharmacy, Federal University of Oeste da Bahia, Barreiras, BA, BRAZIL.
  • Aline Santana Dosea3Laboratory of Teaching and Research in Social Pharmacy (LEPFS), Department of Pharmacy, Federal University of Sergipe, São.
  • Sabrina Cerqueira Santos3Laboratory of Teaching and Research in Social Pharmacy (LEPFS), Department of Pharmacy, Federal University of Sergipe, São.
  • Denise Bueno4Department of Pharmacy, Federal University of Rio Grande do Sul of College of Pharmacy, Porto Alegre, BRAZIL.
  • Angelo Roberto Antoniolli5Department of Physiology, University President of Federal University of Sergipe, São Cristovão, BRAZIL.
  • Wellington Barros da Silva3Laboratory of Teaching and Research in Social Pharmacy (LEPFS), Department of Pharmacy, Federal University of Sergipe, São.
  • Divaldo Pereira de Lyra Júnior3Laboratory of Teaching and Research in Social Pharmacy (LEPFS), Department of Pharmacy, Federal University of Sergipe, São.

Volume 53 Issue 1 Pages 61-69

DOI: 10.5530/ijper.53.1.9

Abstract

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.

Keywords

  • Dontent analysis
  • Developing countries
  • Focus groups
  • knowledge
  • construction
  • Teaching / learning strategies
IJOPP

Loading…