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The Thai Journal of Pharmaceutical Sciences

Abstract

Introduction: Research-based learning (RBL) is an active way of engaging students and engendering research skills. Objectives: The objectives of the study were to examine the impact of RBL on student knowledge and assessment. Materials and Methods: RBL was run as a one-group pre-test/post-test experimental study where the 4th-year pharmacy undergraduates (n = 84) taking the basic pharmacoepidemiology course were the participants. RBL was incorporated into the course as a strategy to build small-scale real-life research projects into undergraduate assignments. The RBL intervention was assessed as student knowledge of the selected topics and their assessments of the teaching. Results: Eighty-three valid responses were analyzed (response rate, 98.8%). The mean accumulated grade point average of participants was 3.28 (SD = 0.39). Most were female (77.1%). According to relevant student knowledge of the selected topics, the post-test score increased after the RBL intervention (mean = 17.6, SD = 2.1) compared to the pre-test score (mean = 9.7, SD = 2.9); t (82) = −21.1. After implementing RBL, 74 students completed a 20-item end-of-semester questionnaire where the overall score was 4.0 (SD = 0.5), deemed to be a good level of teaching. Conclusions: RBL promises to impact on student knowledge and teaching assessment, especially good student satisfaction. Better designed protocols investigating the role of RBL in skill acquisition are needed to overcome ethical and design constraints.

DOI

10.56808/3027-7922.3059

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