The Impact of Team-Based Learning on a Foundational Pharmacokinetics Course

Abstract

Objective. To assess the impact of team-based learning (TBL) in a foundational pharmacokinetics course. Design. The course was arranged into 5 modules based on the TBL format. Each module contained preclass preparation; readiness-assurance process; and in-class, clinical cases. Survey instruments on professionalism and attitudes of team learning were administered pre-and post-course. Assessment. Examination grades focused at the evaluation/creation level were significantly higher in the TBL format compared with the previous year. Professionalism scores increased over the course of the semester, particularly in altruism and honesty. Other measures of team-learning attitudes significantly increased over time, although there was no change in major subscales. End-of-semester course evaluations showed improvements in active engagement and in various areas of skill development. Conclusion. The TBL format can be used successfully in a foundational pharmacokinetics course to increase higher levels of learning, team-learning skills, and professionalism in pharmacy students.

Team-Based Learning in Pharmacy Education

“…46 Examination scores were significantly higher among students who were taught using team-based learning. Using Bloom's Taxonomy, the author divided the levels of learning in the course (as determined by examination scores) into application and analysis (level 1) and creation and evaluation (level 2).…”

An Exploratory Analysis of Personality, Attitudes, and Study Skills on the Learning Curve within a Team-based Learning Environment

“…The course format was previously described. 8 In prior years, the course consisted of 5 teambased learning modules spread across the first 14 weeks, with more integrated cases reserved for the last 2 weeks. During 2012, these modules were spread across the first 9 weeks of the course.…”

“…8 Team-based learning incorporates an amalgamation of reading, writing, discussing, analyzing, and synthesizing information, which moves the emphasis of learning from memorizing facts to developing skills and engaging in activities. 9 This approach promotes engagement, motivation, and shared responsibility.…”

Impact of Abbreviated Lecture with Interactive Mini-cases vs Traditional Lecture on Student Performance in the Large Classroom

“…10 In pharmacy literature, there are numerous articles about active-learning strategies used in the didactic setting, but fewer articles on evaluations of student learning that document differences in knowledge acquisition, abilities, or mastery of course material. [23][24][25][26][27][28][29][30][31][32][33][34][35] Active-learning approaches with student learning evaluations in the pharmacy didactic setting include PBL, POGL, team-based learning, patient simulation, case-based learning, flipped classroom, student response systems, and quick-thinks. [23][24][25][26][27][28][29][30][31][32][33][34][35] Of these, fewer reports compare student learning using active-learning approaches to student learning using a traditional lecture-based approach in required courses in the large classroom setting.…”

“…[23][24][25][26][27][28][29][30][31][32][33][34][35] Active-learning approaches with student learning evaluations in the pharmacy didactic setting include PBL, POGL, team-based learning, patient simulation, case-based learning, flipped classroom, student response systems, and quick-thinks. [23][24][25][26][27][28][29][30][31][32][33][34][35] Of these, fewer reports compare student learning using active-learning approaches to student learning using a traditional lecture-based approach in required courses in the large classroom setting. [23][24][25][26][27][28][29][30] Some studies compare student grades or examination performance in a required large classroom course using an active-learning approach during 1 year with grades and performance from a previous year or years when lecture based approaches were used.…”