Project-based learning methodology: Impact on self-management of learning in pharmaceutical services students in Villa Clara, Cuba

The objective of this research was to evaluate the Problem-Based Learning (PBL) methodology for the Pharmaceutical Services I course and its impact on self-directed learning, through triangulated validation with students in the Short-Cycle Higher Education Program in Pharmaceutical Services at the Faculty of Health Technology and Nursing (FTSE), University of Medical Sciences of Villa Clara (UCM-VC), Cuba. The research was conducted at this faculty and covered the 2025-2026 academic year. The evaluation of the PBL methodology was carried out in two complementary phases. In the first phase, the expert judgment method was applied, based on consultations with seven highly competent professionals. In the second phase, a pre-experimental pretest-posttest design was implemented with a single group, consisting of all first-year students (n=8). Expert evaluation strongly endorsed the developed PBL methodology, which also represents a modern, contextualized, and effective pedagogical tool for developing students' self-directed learning, motivation, and required competencies. The five dimensions analyzed showed remarkable improvement from the pre-test to the post-test. All eight students increased their total score, as well as their post-test grade, achieving higher scores at the end. It is concluded that the evaluated PBL methodology demonstrated a positive and significant evolution in students' perceptions across all dimensions, where they not only improved their self-perception but also developed strategies for facing collaborative challenges.