A Team-Based Learning Course on Nutrition and Lifestyle Modification

Pogge, Elizabeth

doi:10.5688/ajpe775103

Cited by 32 publications

(20 citation statements)

References 13 publications

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“…16 Also, potential difficulties arise with the strategy as some students may find the competition among peers threatening or anxiety-causing. 17 Even though a large number of studies have investigated using different active-learning approaches such as team-based learning, [18][19][20][21][22][23] case-based learning, [24][25][26][27] problem-based learning, [28][29][30][31] and simulations in pharmacy schools, [32][33][34][35] fewer studies have examined the usefulness of games in that context. [36][37][38][39][40][41][42][43][44][45][46][47][48] Additionally, there is no review to date that summarizes and validates the positive outcomes associated with educational games used in pharmacy schools.…”

Section: Introductionmentioning

confidence: 99%

Educational Games as a Teaching Tool in Pharmacy Curriculum

Aburahma

Mohamed

2015

American Journal of Pharmaceutical Education

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The shift in the pharmacist's role from simply dispensing medications to effective delivery of pharmaceutical care interventions and drug therapy management has influenced pharmacy education. 1-3The educational focus has shifted from basic sciences to clinical and integrated courses that require incorporating active-learning strategies to provide pharmacy graduates with higher levels of competencies and specialized skills. As opposed to passive didactic lectures, active-learning strategies address the educational content in an interactive learning environment to develop interpersonal, communication, and problem-solving skills needed by pharmacists to function effectively in their new roles.4-6 One such strategy is using educational games. The aim of this paper is to review educational games adopted in different pharmacy schools and to aid educators in replicating the successfully implemented games and overcoming deficiencies in educational games. This review also highlights the main pitfalls within this research area.

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Section: Introductionmentioning

confidence: 99%

Educational Games as a Teaching Tool in Pharmacy Curriculum

Aburahma

Mohamed

2015

American Journal of Pharmaceutical Education

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“…Team-based education focused on chronic care management, preventative medicine, and including greater interdisciplinary education opportunities, especially in ambulatory care settings will be necessary. [14][15][16][17][18][19][20] Pharmacists will need to be taught how to be dedicated patient advocates and care navigators. Currently, there are scant best-practices available in Colleges of…”

Section: A J P Ementioning

confidence: 99%

Integrating Family Medicine and Community Pharmacy to Improve Patient Access to Quality Primary Care and Enhance Health Outcomes

Munger

Sundwall

Feehan

2018

American Journal of Pharmaceutical Education

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“…TBL enhances class preparation as well as participation and may lead to higher levels of learning outcome achievement. [4][5][6][7] The role of the faculty member in TBL is different from that of traditional lecture-based learning. 8 At the beginning of a TBL course, the faculty member will facilitate the formation of teams of 5-7 students using a process that aims to evenly distribute specific student assets (backgrounds or skills perceived by the faculty as helpful to success with the course material), limit liabilities and break up any pre-existing sub-groups, which ensures diversity across teams.…”

Section: Introductionmentioning

confidence: 99%

Team-based Learning in Pharmacy: The Faculty Experience

Tweddell

Clark

Nelson

2014

Proceedings of the Manchester Pharmacy Education Conference

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Aim. To assess faculty perceptions and experiences when implementing Team-Based Learning (TBL) across a pharmacy curriculum. Study Design. A total of 19 faculty participated in a series of individual semi-structured interviews that allowed freedom of discussion within a structured framework of inquiry. Data were transcribed, coded using NVivo and analyzed to establish common themes. Participant quotations were chosen to reinforce the themes and give a voice to the participants. Findings and Discussion. The benefits of TBL were perceived to be enhanced student engagement, peer learning, increased faculty enjoyment of teaching, and student development of transferable skills. Challenges included increased initial workload, writing effective application exercises, and facilitating learner-centered classes. TBL may be useful in optimizing course content to ensure outcomes and activities focus on important concepts. Peer learning appears to benefit student learning. TBL may help equip students with valuable transferable skills. TBL requires an initial upfront investment in faculty development and time to prepare resources. A student-centered approach to learning may be daunting for faculty and require new skill sets. Conclusions. Faculty described their support for TBL, concluding that the pedagogical benefits of engaging students in active learning, the development of transferable skills for the workplace, and the personal satisfaction felt after a TBL class, outweigh the initial challenges of transitioning to TBL.

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A Team-Based Learning Course on Nutrition and Lifestyle Modification

Cited by 32 publications

References 13 publications

Educational Games as a Teaching Tool in Pharmacy Curriculum

Educational Games as a Teaching Tool in Pharmacy Curriculum

Integrating Family Medicine and Community Pharmacy to Improve Patient Access to Quality Primary Care and Enhance Health Outcomes

Team-based Learning in Pharmacy: The Faculty Experience

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