Educational Effects of Project-Based Learning in Collaboration with Company

Project-based learning (PBL) is increasingly recognized as a core pedagogical approach in pharmacy education for preparing practice-ready graduates capable of delivering patient-centered pharmaceutical care. This review synthesizes empirical evidence published between 2020 and 2025 demonstrating that PBL significantly enhances learning outcomes, clinical reasoning, interprofessional collaboration, and professional competencies aligned with accreditation standards and contemporary practice demands. Meta-analytic and empirical studies consistently report statistically significant improvements (p < 0.05) across key competency domains, particularly in clinical skills such as medication therapy problem identification, application of didactic knowledge to real patient care, and effective clinical communication. PBL also strengthens interprofessional competence, readiness for team-based learning, and attitudes toward interprofessional education, with a pooled standardized mean difference of 0.41. Integration of medication therapy management scaffolding within PBL frameworks further improves student confidence and performance, with moderate to large effect sizes. Through authentic clinical problem-solving, mentorship, teamwork, and rigorous competency-based assessment, PBL supports the development of instrumental, interpersonal, and systemic competencies, confirming its essential role in modern pharmacy education.