Abstract
Purpose: The objective of this study was to use qualitative analysis to evaluate the effectiveness of an interdisciplinary problem-based learning (PBL) small-group discussion. Methods: Purposive sampling was used to select fourth-year medical students and fifth-year pharmacy students who attended a 2016 pathological and pharmacological PBL-based small-group discussion course at a college of medicine in Taiwan. The researchers conducted a semi-structured interview with each student after class. The pre-designed questions aimed to explore how peers from different schools affected one another's learning experiences. Recordings were transcribed and the interview data reviewed and analyzed. Enrollment was discontinued as the data reached saturation (i.e., obtaining a comprehensive understanding by continuing to sample until no new substantive information is acquired). Results: A total of 17 medical students and 5 pharmacy students were interviewed. The medical students believed that co-learning with the pharmacy students had many advantages. These advantages included sharing clinical experiences that complemented their learning, facilitating communications across trainees in different professions, gaining an understanding about the work of their future partners, and encouraging each other in constructive competition. The pharmacy students believed that attending classes with the medical students motivated them to double their efforts to keep pace, learn new information to complement one another's knowledge, demonstrate the power of clinical internship experiences, and gain familiarity with future work partners. Conclusion: The introduction of an interdisciplinary PBL small-group discussion course into the basic science curriculum enabled the medical and pharmacy students to develop an atmosphere of constructive competition, complement each other's knowledge, and experience mutual assistance, communication, and cooperation.
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