Journal of Pharmaceutical Research International

The millennial pharmacists are often concerned with solving problems related to a patient’s health, and achievement of desired therapeutic goals that improve the patient quality of life in the practice of their profession. In Indian pharmacy education, there is very little research on problem-based learning. The current study was performed to investigate pharmacy practice student experiences towards problem-based learning in pharmacotherapeutics in south India. The current exploratory research aimed to assess the perception of pharmacy practice students towards pharmacotherapeutic course for renal diseases through small group problem-based pedagogy, and its end assessment of understanding through a 20 inventories objective structured clinical examination reflecting each case study. On a microscopic observation, student awareness of therapeutic courses in the renal disease has been considered more satisfied. Student reactions show that they find PBL sessions beneficial in their learning, and helping them understand basic scientific concepts. In addition, students reported that PBL session encouraged collaborative and self-directed learning, improved clinical decision-making and problem-solving skills, and helped them identify their strengths and weaknesses in the process of this program. In conclusion, the problem-based pedagogy of pharmacotherapeutic course for renal diseases gained a great momentum among pharmacy practice students and appraised objective structured clinical examination as an efficient tool for PBL assessment.