Team-Based Learning to Improve Learning Outcomes in a Therapeutics Course Sequence

Abstract

Objective. To compare the effectiveness of team-based learning (TBL) to that of traditional lectures on learning outcomes in a therapeutics course sequence. Design. A revised TBL curriculum was implemented in a therapeutic course sequence. Multiple choice and essay questions identical to those used to test third-year students (P3) taught using a traditional lecture format were administered to the second-year pharmacy students (P2) taught using the new TBL format. Assessment. One hundred thirty-one multiple-choice questions were evaluated; 79 tested recall of knowledge and 52 tested higher level, application of knowledge. For the recall questions, students taught through traditional lectures scored significantly higher compared to the TBL students (88% ±12% vs 82%±16%, p=0.01). For the questions assessing application of knowledge, no differences were seen between teaching pedagogies (81%±16% vs 77%±20%, p=0.24). Scores on essay questions and the number of students who achieved 100% were also similar between groups. Conclusion. Transition to a TBL format from a traditional lecture-based pedagogy allowed P2 students to perform at a similar level as students with an additional year of pharmacy education on application of knowledge type questions. However, P3 students outperformed P2 students regarding recall type questions and overall. Further assessment of long-term learning outcomes is needed to determine if TBL produces more persistent learning and improved application in clinical settings.

Student Perceptions of Team-based Learning vs Traditional Lecture-based Learning

“…4 As a teaching strategy, TBL yields similar results as lecture-based formats on evaluations of short-term learning of application skills. 5 Team-based learning is beneficial to both course facilitators and students. It improves student performance in both academically weak and academically strong students.…”

Comparison of Team-Based Learning and Lecturing Methods in Pharmacological Biotechnology for Pharmacology Students

“…more efficacy of TBL on educational achievement of students (1). In a study by Nieder et al, which used the TBL method in an anatomy course for medical students, no significant difference was observed between the scores of the students and their former classmates who were trained using another method; however, the level of satisfaction with the TBL method was high among both students and lecturers.…”

“…Such methods emphasize development of critical thinking as well as enhancement of the ability to solve problems in students. In addition, such methods challenge students and are naturally active; hence, learning through student-centered teaching practices has long-lasting outcomes (1).…”

A Multiyear Analysis of Team-Based Learning in a Pharmacotherapeutics Course

“…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.…”