2009
DOI: 10.5688/aj7306100
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Team-based Learning in Therapeutics Workshop Sessions

Abstract: Objectives. To implement team-based learning in the workshop portion of a pathophysiology and therapeutics sequence of courses to promote integration of concepts across the pharmacy curriculum, provide a consistent problem-solving approach to patient care, and determine the impact on student perceptions of professionalism and teamwork. Design. Team-based learning was incorporated into the workshop portion of 3 of 6 pathophysiology and therapeutics courses. Assignments that promoted team-building and applicatio… Show more

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Cited by 78 publications
(62 citation statements)
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“…18 In this and the aforementioned studies, initial scores indicated that students perceived teamwork and professionalism skills as strong prior to the introduction of TBL. In both situations, significant educational change may not have occurred because of high initial scores.…”
Section: Discussionmentioning
confidence: 99%
“…18 In this and the aforementioned studies, initial scores indicated that students perceived teamwork and professionalism skills as strong prior to the introduction of TBL. In both situations, significant educational change may not have occurred because of high initial scores.…”
Section: Discussionmentioning
confidence: 99%
“…8,11,14,24 In support of our secondary hypothesis, this study showed improvement in team performance over individual performance and comparable course performance, which was also consistent with previous studies. 7,10,13,14 Lower-performing students benefited more from TBL, or had observed no differences in performance between case-based learning and TBL. 22, 25 The proportion of D and F grades was low in both iterations of this course, though a higher proportion of D grades occurred in the first year of TBL.…”
Section: Discussionmentioning
confidence: 99%
“…5 Team-based learning in the pharmacy curriculum has been described as a pedagogy that can address this type of professional preparation. [6][7][8][9][10][11][12][13][14][15][16] Team-based learning is a specific instructional strategy and framework that uses intentionally formed teams of learners to deepen student learning and develop high-performing teams. The core principles of TBL are: (1) learning groups must be formed and managed; (2) students must be held accountable for the quality of both their individual work and the group's work; (3) students must receive frequent and timely feedback on their learning; and (4) team assignments must promote both learning of the content and development of the team.…”
Section: Introductionmentioning
confidence: 99%
“…13 Several of the colleges and schools participating in this project had attempted to measure professionalism using the tools described here and discovered that students tended to rate themselves at the top of the measurement scales regardless of when they were being assessed. 6 The ceiling effects of these instruments limited their usefulness in capturing the development of professionalism over time and provided little in the way of useful data to inform curricular change. For these reasons, we sought to work together to build on knowledge gained from previous instruments to develop a new instrument.…”
Section: Introductionmentioning
confidence: 99%
“…5 This ceiling effect of measurement limits the usefulness of the instrument for measuring change over time. 6 Another difficulty associated with measuring professionalism is that professionalism is based on a set of internally held values that are exhibited and measured through behaviors; ie, professionalism can be viewed as both attitudinal (internal to the practitioner) and behavioral (externally exhibited to the world by the practitioner). Attitudinal measures of professionalism may not address outward behaviors, and behavioral measures may not address internally held values related to professionalism.…”
Section: Introductionmentioning
confidence: 99%