This research demonstrates how scenario-based learning improves communication skills and teaching satisfaction in clinical pharmacy students, suggesting enhanced education methods.
To reform traditional internship teaching in Introduction to Clinical Pharmacy and enhance its quality, this study explores the impact of scenario-based learning (SBL)on cultivating Evidence-Based Pharmacy (EBP) competencies among clinical pharmacy students. The study involved 120 third-year undergraduate students majoring in clinical pharmacy in the 5-year program at Guilin Medical University. Participants were grouped by enrollment year: 60 students formed the traditional teaching group, and 60 students formed the research group. The research group received instruction using SBL combined with EBP principles. The communication and consultation skills assessment scores and teaching satisfaction surveys of both groups were compared. Results revealed that the research group demonstrated significantly higher communication and consultation assessment scores than the traditional teaching group, with a statistically significant difference between groups (P<0.001). Satisfaction survey results indicated superior outcomes in four areas compared to the traditional teaching group: stimulating learning interest, enhancing teamwork capabilities, mastering pharmaceutical consultation knowledge and skills, and utilizing evidence-based pharmacy support, with statistically significant differences between groups (P<0.05).
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Deng et al. (2025) studied this question.
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