Abstract
This study follows the previous study entitle Problem-based Learning (PBL) in reflective pedagogy paradigm (RPP): Innovative learning in pharmaceutical care, which identified the learning material as complicated. This study aimed to provide an appropriate method for performing pharmacy management and pharmaceutical care in Community Pharmacy. Data collection was done using an assessment instrument to identify student’s achievement. The previous study encompasses preceptors and students in developing learning material, which cause it more valid and reliable to be implemented. The study was conducted in Yogyakarta, Surakarta, and Semarang city. The effectiveness of the learning material was shown by the grade of student’s achievement in learning outcome and the clear state with confidence in the expression of reflection and action-plan. Most of the students in the 3 cities achieved an excellent grade both in the problem-solving field, and presentation of the assignment. The students reflected that the learning material is simple and suitable in practicing pharmaceutical care and pharmacy management, moreover, they can state their plan to work as a Community Pharmacist with confidence. Therefore, PBL in the RPP method is ready to be used in practicing pharmaceutical care in the Community Pharmacy.
Highlights
In Indonesia, pharmaceutical care should be provided by pharmacists based on the Indonesian pharmacist standard of competence according to the regulation of Indonesian Health Minister No.73/2016 (Minister of Health, 2016)
An innovation of the learning process in pharmaceutical care has been done by infusing problem-based learning (PBL) in the reflective pedagogy paradigm (RPP)
Implementation of the PBL in RPP Method The difference of stage 2 (2018) compare with stage 1 (2017) regarding the implementation of the PBL in the RPP method is the learning material in stage 2 has been directed linked to the real problem they faced in the field, through the direct involvement of the preceptors in proposing the learning material
Summary
In Indonesia, pharmaceutical care should be provided by pharmacists based on the Indonesian pharmacist standard of competence according to the regulation of Indonesian Health Minister No.73/2016 (Minister of Health, 2016). Pharmacists should have good knowledge, attitude, and practice in caring for the patients, and they should have goodcommunication skills to educate the customers (Aurelia, 2013; Handayani et al, 2009; Hartayu et al, 2013). The School of Pharmacy, especially the Pharmacist profession program should improve thelearning process in achieving the Pharmacists’ competence in performing a good pharmaceutical care practice. According to those facts, an innovation of the learning process in pharmaceutical care has been done by infusing problem-based learning (PBL) in the reflective pedagogy paradigm (RPP). In the point ofview about pharmaceutical care practice, the innovation of the learning process is aimed specially to achieve learning outcomes such as 1. the ability to propose business plan; 2. the ability to evaluate medicines management; 3. the ability of dispensing and educating patient in rational used of medicines; and 4. the ability of proposing Home Pharmacy care (Hartayu et al, 2018; Setiawan et al, 2010)
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