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Aoe M, Nagata M, Ueda M, Kushihata T, Kurio W, Sone T, Yasuhara T. Effect of prior knowledge and peer evaluation ratings on final exam performance in a team-based learning chemistry course. CURRENTS IN PHARMACY TEACHING & LEARNING 2022; 14:998-1003. [PMID: 36055709 DOI: 10.1016/j.cptl.2022.07.016] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/18/2021] [Revised: 06/13/2022] [Accepted: 07/13/2022] [Indexed: 06/15/2023]
Abstract
INTRODUCTION Various reports have been published regarding adoption of team-based learning (TBL) in pharmacy education. However, there is insufficient published evidence on the effect of student characteristics on student learning outcomes in a TBL curriculum. The purpose of this research was to evaluate the effects of pre-study examination results and peer evaluation ratings on learning outcomes. METHODS The TBL strategy was adopted for a basic chemistry exercise for first-year students at a private pharmacy school in Japan (2012-2019). For the analysis, students were divided into four analytical groups according to quartiles of pre-study examination results. The students were further divided into the high-peer evaluation rating group and low-peer evaluation rating group. We compared the final exam performance results between these groups. RESULTS In all four groups by quartiles of pre-study examination results, the course final exam performance was higher for the high-peer evaluation rating students than for the low-peer evaluation rating students. CONCLUSIONS Within the TBL framework, students with higher peer evaluation scores performed better on the final exam, regardless of the pre-study examination results.
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Affiliation(s)
- Mai Aoe
- Faculty of Pharmacy, Osaka Ohtani University, 3-11-1, Nishikiorikita, Tondabayashi-city, Osaka 584-8540, Japan.
| | - Misa Nagata
- School of Pharmaceutical Sciences, Wakayama Medical University, 25-1, Shichibancho, Wakayama-city, Wakayama 640-8156, Japan.
| | - Masahiro Ueda
- Faculty of Pharmaceutical Sciences, Setsunan University, 45-1, Nagaotougecho, Hirakata-city, Osaka 573-0101, Japan.
| | - Taro Kushihata
- Faculty of Pharmaceutical Sciences, Setsunan University, 45-1, Nagaotougecho, Hirakata-city, Osaka 573-0101, Japan.
| | - Wasako Kurio
- Faculty of Pharmaceutical Sciences, Setsunan University, 45-1, Nagaotougecho, Hirakata-city, Osaka 573-0101, Japan.
| | - Tomomichi Sone
- Faculty of Pharmaceutical Sciences, Setsunan University, 45-1, Nagaotougecho, Hirakata-city, Osaka 573-0101, Japan.
| | - Tomohisa Yasuhara
- School of Pharmaceutical Sciences, Wakayama Medical University, 25-1, Shichibancho, Wakayama-city, Wakayama 640-8156, Japan.
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Ueda M, Takagaki N, Onda M, Arakawa Y, Shoji M, Ohmori S, Shimizu T. [Introduction of Team-based Learning to Evidence-based Medicine Educational Course for Pharmacy Students]. YAKUGAKU ZASSHI 2020; 140:301-312. [PMID: 32009049 DOI: 10.1248/yakushi.19-00152] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
In Japanese pharmaceutical education, the Model Core Curriculum was revised in 2013 to train pharmacists who can appropriately evaluate literature and use evidence-based medicine (EBM). However, in the investigation of EBM education at pharmaceutical universities in 2015, it was found that literature evaluation was hardly performed in the education of undergraduate students. One of the reason is the lack of EBM lecturers at each universities. Therefore, we adopted team-based learning (TBL) to educate more than 50 undergraduate students on the practical evaluation of literatures and the understanding of EBM concepts. The learning outcomes of this strategy were evaluated using the scores of individual tests before and after the class. As a result, the mean scores on the post-test significantly improved from 4.34 to 6.42 out of 10 total points (p<0.001). We further administered a questionnaire survey regarding the understanding of EBM (the mean score was 4.12). In conclusion, it was suggested that TBL for a large number was effective in EBM education for providing knowledge of literature evaluation and the understanding of fundamental concepts.
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Affiliation(s)
- Masahiro Ueda
- Department of Pharmacy, Sasayama Medical Center, Hyogo College of Medicine.,Faculty of Pharmaceutical Sciences, Setsunan University
| | | | | | | | | | - Shiho Ohmori
- School of Pharmacy, Hyogo University of Health Sciences
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Ono SI, Ito Y, Ishige K, Inokuchi N, Kosuge Y, Asami S, Izumisawa M, Kobayashi H, Hayashi H, Suzuki T, Kishikawa Y, Hata H, Kose E, Tabata KI. Verification of Learning Effects by Team-based Learning. YAKUGAKU ZASSHI 2017; 137:1419-1423. [DOI: 10.1248/yakushi.17-00094] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Affiliation(s)
| | | | | | | | | | | | | | | | | | | | | | | | - Eiji Kose
- School of Pharmacy, Nihon University
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Takeda K, Takahashi K, Masukawa H, Shimamori Y. Influence on Learning of a Collaborative Learning Method Comprising the Jigsaw Method and Problem-based Learning (PBL). YAKUGAKU ZASSHI 2017; 137:659-664. [DOI: 10.1248/yakushi.16-00224-2] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Affiliation(s)
- Kayoko Takeda
- Department of Pharmaceutical Education, Hokkaido Pharmaceutical University School of Pharmacy
| | - Kiyoshi Takahashi
- Department of Pharmaceutical Education, Hokkaido Pharmaceutical University School of Pharmacy
| | - Hiroyuki Masukawa
- Research and Education Center for the Learning Sciences, Graduate School of Education, Shizuoka University
| | - Yoshimitsu Shimamori
- Department of Social Pharmacy, Hokkaido Pharmaceutical University School of Pharmacy
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Yamaki K, Ueda M, Ueda K, Emoto N, Mizutani N, Ikeda K, Yagi K, Tanaka M, Habu Y, Nakayama Y, Takeda N, Moriwaki K, Kitagawa S. Interdisciplinary Subject "Yakugaku Nyumon" for First-year Students Constructed with Lectures and Problem-based Learning. YAKUGAKU ZASSHI 2016; 136:1051-64. [PMID: 27374968 DOI: 10.1248/yakushi.15-00255] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
In 2013, Kobe Pharmaceutical University established "Yakugaku Nyumon", an interdisciplinary course, which consists of omnibus lectures and problem-based learning (PBL) on topics ranging from basic to clinical subjects. The themes of the PBL were original ones; "Study from package inserts of aspirin", which aimed to reinforce the contents of the interdisciplinary lectures, and "Let's think about aspirin derivatives (super-aspirin)", which aimed to engender an interest in studying pharmacy. The PBL featured questions from teachers to help with study and was therefore referred to as "question-led PBL" (Q-PBL). The Q-PBL regarding aspirin derivatives began with preparing answers to the questions for a small group discussion (SGD) as an assignment, followed by a SGD, a presentation, and peer-feedback. From an analysis of the questionnaire survey, it was found that students considered the Q-PBL satisfying and that they had achieved the 4 aims: (1) to increase the motivation to study, (2) to enhance an understanding of the relations and significance of basic and clinical sciences, (3) to comprehend the learning content, and (4) to recognize the importance of communication. The Q-PBL with assignments has two favorable points. One is that the first-year students can challenge difficult and high-level questions when they are given these as assignments. The other is that students, who are unfamiliar with SGD can engage in discussions with other students using the knowledge gained from the assignment. The introduction of omnibus lectures and Q-PBL, along with these improvements in theme, application, and review process, promises increased learning efficacy at the university.
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Affiliation(s)
- Kouya Yamaki
- Department of Pharmacology, Kobe Pharmaceutical University
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Morone M, Sato A, Ohno I, Ohkawara Y, Suzuki T, Nakamura H, Azuma Y. An Attempt to Measure Presentation Skill Acquisition Using Peer and Self-evaluation. YAKUGAKU ZASSHI 2016; 136:1041-9. [DOI: 10.1248/yakushi.15-00239] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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Kodama N, Koyama J. Jigsaw Method Is Used to Promote a First Year-student's Understanding of Integrated Subjects at Kobe Pharmaceutical University. YAKUGAKU ZASSHI 2016; 136:381-8. [DOI: 10.1248/yakushi.15-00231-3] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Affiliation(s)
- Noriko Kodama
- Basic Education Center for Pharmacy, Kobe Pharmaceutical University
| | - Junko Koyama
- Basic Education Center for Pharmacy, Kobe Pharmaceutical University
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Yasuhara T, Sone T, Kohno T, Ogita K. [Concept extraction of graduate research by modified grounded theory approach and creating of rubric oriented to performance evaluation]. YAKUGAKU ZASSHI 2015; 135:99-105. [PMID: 25743905 DOI: 10.1248/yakushi.14-00215-4] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
Abstract
A revised core curriculum model for pharmaceutical education, developed on the basis of the principles of outcome-based education, will be introduced in 2015. Inevitably, appropriate assessments of students' academic achievements will be required. Although evaluations of the cognitive domain can be carried out by paper tests, evaluation methods for the attitude domain and problem-solving abilities need to be established. From the viewpoint of quality assurance for graduates, pharmaceutical education reforms have become vital to evaluation as well as learning strategies. To evaluate student academic achievements on problem-solving abilities, authentic assessment is required. Authentic assessment is the evaluation that mimics the context tried in work and life. Specifically, direct evaluation of performances, demonstration or the learners' own work with integrated variety knowledge and skills, is required. To clarify the process of graduate research, we obtained qualitative data through focus group interviews with six teachers and analyzed the data using the modified grounded theory approach. Based on the results, we clarify the performance students should show in graduate research and create a rubric for evaluation of performance in graduate research.
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