Professional and pre-professional pharmacy students' perceptions of team based learning (TBL) at a private research-intensive university

Miller, Danielle M.; Khalil, Karen; Iskaros, Olivia; Amburgh, Jenny A. Van

doi:10.1016/j.cptl.2017.03.001

Cited by 11 publications

(4 citation statements)

References 14 publications

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“…We found that TBL provided a good learning experience for our students, almost in totality. While many publications corroborate our data (23,(25)(26)(27)(28)(29), a small, but representative, number report divergent results, describing negative experiences with TBL (30,31). Here, 96% of students got satisfied with TBL sessions, 97% agreed that TBL helped them to learn and 87% approved the use of TBL in other moments in the future.…”

Section: Discussionsupporting

confidence: 70%

First-year students’ perceptions of team-based learning in a new medical genetics course

Santana

Oliveira

Ramos

2019

Rev. bras. educ. med.

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Background Medical education has evolved considerably over the last few years, especially through adoption of new technologies and active methodologies. These methodologies aim to improve learning and engage students deeply in the process. TBL is a methodology widely used in health schools, including Medical Schools. We can use it to work with large groups, divided into small teams. The students first work individually, then within teams, and finally the groups cooperate to solve applied problems. Objectives To describe students’ perceptions and satisfaction about a Medical Genetics course organized into blocks of subject in which we used TBL sessions with first-year medical students. Methods A Medical Genetics course were organized into subject blocks in which a TBL session was conducted in each of these blocks to improve the learning process. At the end of the course, the students answered a questionnaire on satisfaction and perceptions. Results By the first time we described a Medical Genetics course organized into 5 blocks of subject matter on a total of 25 genetic diseases in which a TBL session was conducted in each of these blocks. We enrolled a total of 290 participants and 96% of the students were satisfied with TBL. Furthermore, 97% of students believe that TBL helped them to learn, and 87% approved of use of TBL in the future at other stages of their medical course. Conclusion Application of the TBL method during a medical genetics course was well-received by students and proved an important tool in the structures of curricula for medical education at this university.

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Section: Discussionsupporting

confidence: 70%

First-year students’ perceptions of team-based learning in a new medical genetics course

Santana

Oliveira

Ramos

2019

Rev. bras. educ. med.

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“…As future healthcare professionals, pharmacy students must be equipped with knowledge and skills to provide patient-centred care in a team-based approach. (Zgheib et al, 2010;Miller et al, 2017;Lang et al, 2019) The Accreditation Council for Pharmacy Education emphasizes that pharmacy programs provide students with the knowledge, skills, and abilities to provide patient-centred care and solve problems. (Accreditation Council for Pharmacy Education, 2015) Practice experience is essential for students to polish their communication skills and problem-solving skills.…”

Section: Introductionmentioning

confidence: 99%

Student’s Perspectives on Augmented Reality in Pharmacy Education in Hong Kong

Lee

2021

Front. Educ.

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Introduction: Augmented reality (AR) technology has demonstrated potential on various areas of healthcare practice. Its role on medical education is starting to emerge. This study aimed to investigate students’ perspectives on using AR as learning tools in undergraduate pharmacy education.Methods: Four AR micro modules on post-stroke management and chronic obstructive pulmonary disease (COPD) were developed for third year undergraduate pharmacy students to study. Students played the role of pharmacists in the AR micro modules. They collected information to identify patient’s chief complaints, history, risk factors, comorbidities, and other problems, and provided recommendation on patient’s treatment plans. Teacher guided the discussions and addressed student’s enquiries. Student’s feedback was collected by pre- and post-intervention survey.Results: A total of 54 students participated in the current study. The was no significant change in students’ perceived knowledge on post-stroke management and COPD, as well as their confidence in providing patient counselling on relevant topics. Students expressed that their learning experience with AR was not positive. Technical problems were the major difficulties that students encountered.Conclusion: There was no significant difference in pharmacy students perceived clinical knowledge and confidence on patient’s counselling after completing the AR modules. Technical issues were the major hurdles that hindered student’s learning experience with AR.

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“…This is achieved with a gear of the dynamic teaching-learning process of models and modes of action of the nursing profession, involving knowledge, attitudes, abilities, skills, capacities, and values that are transmitted and instilled in the student body through the training process. For this reason, the rotating internship is planned, monitored, and evaluated by an academic tutor of the nursing career, and in close collaboration and coordination with those responsible for the corresponding health institutions (Placencia et al, 2018;Miller et al, 2017;Swain et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Management of the nursing processes of internal students in the confrontation of the COVID-19

Velázquez

Bravo

Bermúdez

et al. 2020

ijhs

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Nursing plays a key role in the management of services and care to guarantee the safety of patients and their professionals. This includes a diversity of care practices and initiatives arising from the new pandemic. The objective of the research was to describe the determining role of comprehensive student training for the correct management of nursing processes in the community boarding school, based on health education in the face of the current pandemic. A qualitative study was carried out, which describes the perception of four nursing interns in their rotation through the Health Center. Individual and group interviews were developed. It was evidenced that the students, during their training, have acquired abilities, skills, knowledge, attitudes, and values, in terms of biosafety measures, nursing management, and nursing care process, which allowed them to carry out the management of community nursing processes and the confrontation and combat of the pandemic caused by the SARS-CoV2 coronavirus, based on health education for the population.

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Professional and pre-professional pharmacy students' perceptions of team based learning (TBL) at a private research-intensive university

Cited by 11 publications

References 14 publications

First-year students’ perceptions of team-based learning in a new medical genetics course

First-year students’ perceptions of team-based learning in a new medical genetics course

Student’s Perspectives on Augmented Reality in Pharmacy Education in Hong Kong

Management of the nursing processes of internal students in the confrontation of the COVID-19

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