Project-Based Learning and Self-Management: A training modality for Pharmaceutical Services in Villa Clara, Cuba
1 Department of Pharmaceutical Services, and Department of Hygiene and Epidemiology, Faculty of Health Technology and Nursing (FHTN), University of Medical Sciences of Villa Clara (UMS-VC), Cuba.
2 Department of Forecast, Provincial Meteorological Center of Villa Clara, Cuba.
3 EurAsia Heart Foundation, Zurich, Switzerland.
4 Department of Biology, Faculty of Secondary Education, Central University “Marta Abreu” of Las Villas, Villa Clara, Cuba.
5 Department of Parasitology. Regional High Specialty Hospital (HARE), Dr. Juan Graham Casasús, México.
6 Municipal Directorate of Pharmacies and Opticians. Santa Clara, Villa Clara, Cuba.
Research Article
Open Access Research Journal of Multidisciplinary Studies, 2026, 11(02), 001-011.
Article DOI: 10.53022/oarjms.2026.11.2.0026
Publication history:
Received on 23 February 2026; revised on 03 April 2026; accepted on 06 April 2026
Abstract:
The evolution of the pharmacist's role towards care functions requires developing problem-solving skills, where traditional methods focused on memorization do not prevail, which is why PBL is presented as a key pedagogical methodology. To demonstrate the change in the perception of first-year students in the Short-Cycle Higher Education Program in Pharmaceutical Services at the Faculty of Health Technology and Nursing, University of Medical Sciences of Villa Clara, Cuba, regarding key dimensions of PBL. This mixed-methods (qualitative and quantitative) study included a sample of all first-year students enrolled in the Short-Cycle Higher Education Program in Pharmaceutical Services (N=8). A pre-experimental pretest/posttest design with a single group was used. Data analysis integrated quantitative methods, ranging from descriptive statistics (means and percentages), where pretest and posttest scores were compared, to the Objective Regression Method. Qualitative data were processed through category analysis, allowing for methodological triangulation to identify convergences between quantitative and qualitative findings. All five dimensions analyzed showed significant improvement from the pre-test to the post-test, with notable gains in communication skills and autonomy and management. All eight students increased their total score, with an average increase of 30.5 points (from a pre-test mean of 36.8 to a post-test mean of 67.3). All students improved their post-test scores, achieving higher final scores, particularly students 4 and 6. It is concluded that the implementation of Problem-Based Learning (PBL) is confirmed as a robust pedagogical methodology that not only optimizes logistics but also enriches the training process for future pharmacists, aligning with the current demands of the profession.
Keywords:
Pedagogical methodology; Pharmaceutical Services; Project-Based Learning; Self-directed learning; Villa Clara
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Copyright © 2026 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0