Problem-Based Learning in Reflective Pedagogy Paradigm: Innovative Learning in Pharmaceutical Care

    Published on:July/2018
    Journal of Young Pharmacists, 2018; 10(2s):S1-S5
    Original Article | doi:10.5530/jyp.2018.2s.1

    Hartayu T S,1 Wijoyo J,1  Donowati, M W1*

    1Faculty of Pharmacy, Sanata Dharma University, Yogyakarta, INDONESIA.


    Objective: Problem based learning method is one of the learning process in practicing pharmaceutical care in Indonesia. On the other hand, the effective strategy in learning process and character building is reflective pedagogy paradigm. The innovation was done as a new learning process by infusing problem based learning to the reflective pedagogy paradigm. This study was aimed to develop training material to conduct the new learning process. Method: It was started by developing training material, i.e. initiating trigger case in pharmacy management and pharmaceutical care, semester lesson plan, and instrument assessment, based on the Indonesian Pharmaceutical care Standard according to the regulation of the Indonesian Minister of Health no. 73/2016. The training material was then tested to assess its feasibility in the community pharmacy in 3 cities, i.e. Yogyakarta, Solo and Semarang city for a period of one month. Data analysis was done by assessing in the learning process using enumerate methods. Result: Based on the supervisors’ and students’ reflection, the initiating trigger case is suitable with the daily activities of pharmaceutical care in the community pharmacy, lead them to improve their ability in problem solving, more confident in decision making process, and easier in networking with other health care profession. It indicates that the learning process is feasible to be used, however in part of pharmacy management, it was identified as complicated. Conclusion: The initiating trigger case needs to be revised and retested before it is implemented.

    Key words: Community pharmacy, Learning process, Pharmaceutical care, Problem-based learning, Reflective pedagogy paradigm.

    Article Download