The Regis Model for pharmacy education: A highly integrated curriculum delivered by Team-Based Learning™ (TBL)

Nelson, Michael; Allison, S. Dean; McCollum, Marianne; Luckey, Stephen W.; Clark, David R.; Paulsen, Susan M.; Malhotra, Jodie; Brunner, Lane J.

doi:10.1016/j.cptl.2013.07.002

“…6,19,20 Pharmacy students indicate that TBL improves their professional competencies and abilities, as well as their ability to communicate and think critically. 16 Faculty members believe that, compared to other teaching strategies, TBL can enhance student engagement, preparation, and achievement of course outcomes. 16,18 However, little research compares student preference for TBL vs traditional, lecture-based learning.…”

Section: Introductionmentioning

confidence: 99%

“…16 Faculty members believe that, compared to other teaching strategies, TBL can enhance student engagement, preparation, and achievement of course outcomes. 16,18 However, little research compares student preference for TBL vs traditional, lecture-based learning.…”

Section: Introductionmentioning

confidence: 99%

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

Frame

¹

,

Cailor

²

,

Gryka

³

et al. 2015

American Journal of Pharmaceutical Education

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Objective. To evaluate pharmacy student perceptions of team-based learning (TBL) vs traditional lecture-based learning formats. Methods. First professional year pharmacy students (N5111) at two universities used TBL in different courses during different semesters (fall vs spring). Students completed a 22-item team perceptions instrument before and after the fall semester. A 14-item teaching style preference instrument was completed at the end of the spring semester. Data were analyzed using Wilcoxon signed rank test and Mann-Whitney U test. Results. Students who experienced TBL in the fall and went back to traditional format in the spring reported improved perceptions of teams and preferred TBL format over a traditional format more than students who experienced a traditional format followed by TBL. Students at both universities agreed that the TBL format assists with critical-thinking, problem-solving, and examination preparation. Students also agreed that teams should consist of individuals with different personalities and learning styles. Conclusion. When building teams, faculty members should consider ways to diversify teams by considering different views, perspectives, and strengths. Offering TBL early in the curriculum prior to traditional lecture-based formats is better received by students, as evidenced by anecdotal reports from students possibly because it allows students time to realize the benefits and assist them in building teamwork-related skills.

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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

¹

,

Clark

²

,

Nelson

³

2016

Currents in Pharmacy Teaching and Learning

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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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“…2,3 The literature on this use of TBL in pharmacy curricula indicates that it is well-received by both students and faculty members [4][5][6] . TBL enhances class preparation as well as participation and may lead to higher levels of learning outcome achievement.…”

Section: Introductionmentioning

confidence: 99%

“…The pharmacy curriculum at Regis University commenced in 2009 and is a highly integrated program, 4,19 delivered predominantly by TBL since it's inception (approximately 80% of the on-campus curriculum). Most TBL units are developed by teams of 2-3 faculty formed from the pharmaceutical sciences and pharmacy practice departments and taught by these faculty teams to year groups of approximately 75 students.…”

mentioning

confidence: 99%

Team-based Learning in Pharmacy: The Faculty Experience

Tweddell

¹

,

Clark

²

,

Nelson

³

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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The Regis Model for pharmacy education: A highly integrated curriculum delivered by Team-Based Learning™ (TBL)

Cited by 29 publications

References 24 publications

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

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

Team-based learning in pharmacy: The faculty experience

Team-based Learning in Pharmacy: The Faculty Experience

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