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Prescott WA, Maerten-Rivera J, Anadi IS, Woodruff AE, Fusco NM. Impact of Collaborative Testing on Academic Performance in Pharmacy Education. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100738. [PMID: 38866370 DOI: 10.1016/j.ajpe.2024.100738] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/07/2024] [Revised: 05/15/2024] [Accepted: 06/05/2024] [Indexed: 06/14/2024]
Abstract
OBJECTIVE To determine the impact of 2-stage collaborative testing (CT) on academic performance of pharmacy students and to characterize pharmacy student perceptions of CT. METHODS Two-stage CT was piloted in a 2-course patient assessment sequence within a Doctor of Pharmacy program. Students were randomly allocated into 2 groups and further divided into teams of 4 to 5 students. Student teams alternated taking section examinations in a traditional 1-stage (individual) and 2-stage CT (individual then team) format to establish an experimental design. Near the end of each semester, students individually took a post-test to facilitate assessment of CT on academic performance. A 12-item, anonymous survey instrument assessed student perceptions of 2-stage CT. The group differences in academic performance and survey responses were analyzed statistically. RESULTS There were 128 students enrolled in the course sequence, 123 of whom met the inclusion criteria for assessment of academic performance and 100 of whom completed the survey (response rate = 83%). Generally, students performed better on post-test items initially assessed through 2-stage CT (retention marker) and on post-test items that were answered incorrectly under 2-stage CT conditions (learning marker). Approximately 9 in 10 survey respondents preferred 2-stage CT over traditional 1-stage individual testing, with an equivalent proportion reporting it helped them learn from their mistakes and retain what they learned. There was high-level agreement among respondents that 2-stage CT improved their ability to work as a team and think critically. CONCLUSION The implementation of 2-stage CT in a patient assessment course sequence was associated with improved learning and retention and was well-received by students.
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Affiliation(s)
- William A Prescott
- University at Buffalo, School of Pharmacy and Pharmaceutical Sciences, Buffalo, NY, USA; American Journal of Pharmaceutical Education, USA.
| | - Jaime Maerten-Rivera
- University at Buffalo, School of Pharmacy and Pharmaceutical Sciences, Buffalo, NY, USA
| | - Ijeoma S Anadi
- University at Buffalo, School of Pharmacy and Pharmaceutical Sciences, Buffalo, NY, USA
| | - Ashley E Woodruff
- University at Buffalo, School of Pharmacy and Pharmaceutical Sciences, Buffalo, NY, USA
| | - Nicholas M Fusco
- University at Buffalo, School of Pharmacy and Pharmaceutical Sciences, Buffalo, NY, USA
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Korayem GB, Alghamdi AA, Aljuhani O, Ivy D, Alhubaishi AA, Alkofide H. Team-based learning versus traditional teaching effect on pharmacy Students' Performance: A systematic review and Meta-Analysis. Saudi Pharm J 2024; 32:102017. [PMID: 38463182 PMCID: PMC10920954 DOI: 10.1016/j.jsps.2024.102017] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/11/2024] [Accepted: 02/26/2024] [Indexed: 03/12/2024] Open
Abstract
Background Several pharmacy schools have implemented team-based learning (TBL) in their curriculum worldwide. Yet, TBL's effectiveness compared to traditional teaching in improving students' outcomes in pharmacy education is yet to be assessed collectively. Thus, the aim of this meta-analysis is to compare the performance of pharmacy students following the implementation of team-based learning (TBL) in the pharmacy curriculum as opposed to traditional learning methods. Methods This systematic review and meta-analysis included studies that assessed students' performance after TBL was implemented in a pharmacy curriculum. Adhering to the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines, the review conducted searches in Embase, MEDLINE, and Google Scholar until July 26, 2023. Results A total of 11 studies comparing TBL against traditional teaching methods and assessing students' performance were included. The pooled analysis, involving 2,400 students from 10 studies, demonstrated a mean difference (MD) in favor of TBL (MD = 2.27, 95 % CI [-0.85, 5.40]). However, notable heterogeneity was observed with an I2 value of 82 %, and the observed difference did not reach statistical significance. Conclusion TBL exhibited enhanced student performance in pharmacy education compared to traditional teaching, although the difference was not statistically significant. The meta-analysis findings support the use of TBL in pharmacy education for various pharmacy courses (pharmaceutical and clinical sciences courses) and students at different levels. However, there is a need for more robust studies to comprehensively evaluate TBL, considering aspects such as students' performance and engagement, skills development, and satisfaction.
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Affiliation(s)
- Ghazwa B. Korayem
- Department of Pharmacy Practice, Princess Nourah bint Abdulrahman University, P.O. Box 84428, Riyadh 11671, Saudi Arabia
| | - Albandari A. Alghamdi
- Pharmaceutical Care Division, King Faisal Specialist Hospital and Research Centre, Riyadh, Saudi Arabia
| | - Ohoud Aljuhani
- Department of Pharmacy Practice, Faculty of Pharmacy, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Delaney Ivy
- Irma Lerma Rangel School of Pharmacy, Texas A&M Health, Texas, United States
| | - Alaa A. Alhubaishi
- Department of Pharmacy Practice, Princess Nourah bint Abdulrahman University, P.O. Box 84428, Riyadh 11671, Saudi Arabia
| | - Hadeel Alkofide
- Clinical Pharmacy Department, College of Pharmacy, King Saud University, Riyadh, Saudi Arabia
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Noel ZR, Kulo V, Cestone C, Jun HJ, Sweet M, Kubitz KA, Gordes KL. Ready or Not: A Crossover Study of (Un)graded Individual Readiness Assurance Tests in Team-Based Learning. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100670. [PMID: 38350527 DOI: 10.1016/j.ajpe.2024.100670] [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: 10/25/2023] [Revised: 01/31/2024] [Accepted: 02/07/2024] [Indexed: 02/15/2024]
Abstract
OBJECTIVE This study aimed to measure the effects of graded vs ungraded individual readiness assurance tests (iRATs) on the students' test scores and achievement goals in a team-based learning classroom. METHODS A 2 × 2 crossover study was conducted in a required second-year pharmacotherapy course. Teams 1 to 8 were assigned to a UG iRAT during the first half of the course, followed by a G iRAT the second half of the course (G/UG group). Teams 9 to 16 were assigned to the opposite grading sequence (ie, UG/G). A multivariate analysis of variance was used to analyze the differences in test scores, as measured using iRAT and examination scores. A separate multivariate analysis of variance was used to examine the differences in achievement goals. RESULTS There was a significant difference in test scores based on the iRAT grading condition. Individual readiness assurance tests were higher in the G condition (72.51% vs 67.99%); however, the examination scores were similar in the G and UG conditions (81.07% vs 80.32%). There was no statistically significant difference in the achievement goals based on the iRAT grading condition. CONCLUSION In a required second-year pharmacotherapy course that uses team-based learning, student performance on the iRAT was modestly lower in the UG iRAT condition; however, the students' examination scores were unchanged. Achievement goals were unchanged based on the iRAT grading condition.
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Affiliation(s)
- Zachary R Noel
- Division of Practice Advancement and Clinical Education, UNC Eshelman School of Pharmacy, University of North Carolina at Chapel Hill, Chapel Hill, NC, USA.
| | - Violet Kulo
- University of Maryland Graduate School, Baltimore, MD, USA
| | | | - Hyun-Jin Jun
- University of Maryland Graduate School, Baltimore, MD, USA
| | - Michael Sweet
- Center for Advancing Teaching and Learning through Research, Northeastern University, Boston, MA, USA
| | - Karla A Kubitz
- Department of Kinesiology, Towson University, Towson, MD, USA
| | - Karen L Gordes
- University of Maryland Graduate School, Baltimore, MD, USA
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Straw AM, Cole JW, McGuire K. Peer Instruction as an Alternative Active Learning Pedagogy Across the Pharmacy Curriculum. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100090. [PMID: 37597914 DOI: 10.1016/j.ajpe.2023.100090] [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: 07/29/2022] [Revised: 02/23/2023] [Accepted: 03/03/2023] [Indexed: 08/21/2023]
Abstract
OBJECTIVE The objective of this study was to determine if peer instruction (PI) is a useful active learning pedagogy to increase correct responses to pharmacotherapy concepts throughout didactic education in a Doctor of Pharmacy curriculum. METHODS Peer instruction was implemented into 3 pharmacy practice courses spanning 3 years of didactic pharmacy education at Cedarville University: Introduction to Self-Care (PHAR 6112) in the first professional year, Respiratory Module (PHAR 6261) in the second professional year, and Special Populations Module (PHAR 7343) in the third professional year. ConcepTests, which are multiple-choice questions written to help students apply previous knowledge to new scenarios, were re-polled based on a PI algorithm after peer discussion. Changes in students paired before and after peer discussion ConcepTest responses were analyzed using a McNemar test and descriptive statistics. RESULTS A total of 52 first-year students, 43 second-year students, and 49 third-year students participated in each respective course. Across all courses, an increase in the percentage of correct responses to ConceptTests after peer discussion was observed from the first polling (51.2%) to the second polling (90.4%). This increase in the percentage of correct responses was observed across all years of the curriculum, with greater increases in cohorts with previous participation in PI-based sessions. CONCLUSION The use of PI fostered improvement in the percentage of correct responses to ConcepTests focused on pharmacotherapy concepts throughout the first 3 years of didactic education. This pedagogy may be an effective and useful active learning strategy in pharmacy education that does not require significant classroom infrastructure changes.
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Affiliation(s)
- Andrew M Straw
- Cedarville University School of Pharmacy, Cedarville, OH, USA.
| | - Justin W Cole
- Cedarville University School of Pharmacy, Cedarville, OH, USA
| | - Kalista McGuire
- Cedarville University School of Pharmacy, Cedarville, OH, USA
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Zeb MA, Mahboob U, Shaheen N. Effect of team-based learning on critical thinking: A quasi-experimental study. Pak J Med Sci 2022; 38:2234-2238. [PMID: 36415274 PMCID: PMC9676619 DOI: 10.12669/pjms.38.8.6146] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2022] [Revised: 07/28/2022] [Accepted: 08/19/2022] [Indexed: 03/25/2024] Open
Abstract
OBJECTIVES To determine the effect of Team-based learning (TBL) on the critical thinking of health professions students. METHODS This quasi-experimental study, was done in paramedical and nursing sciences institutes using the convenience sampling technique. Students included were enrolled in the haematology course of paramedic institute from January to December 2020 and adult health course of the nursing institute of Khyber Medical University. Six dimensions of critical thinking (CT) of the students before and after TBL were determined using the critical thinking disposition inventory. RESULTS The study participants included 89 students, comprising 58 students from the paramedic's institute and 31 from the nursing institute; 67 (75.28%) males and 22 (24.71%) females. The overall pre-test score of CT was 257.46 ± 21.73, and the post-test score was 274.55 ± 19.36, which was statistically significant (p-value = 0.000). The pre-test score of six dimensions, namely, analyticity, inquisitiveness, systematicity, truth-seeking, self-confidence, and open-mindedness was 41.35 ± 5.15, 44.73 ± 4.77, 41.12±6.87, 43.17± 5.19, 44.94±6.03, 42.38 ± 5.32 respectively, whereas the post-test scores were 44.57± 5.28, 47.11 ± 4.69, 46.12± 5.54, 45.77 ± 5.05, 47.58 ± 5.65, 43.56 ± 4.56 correspondingly. Analyticity (p=.000), inquisitiveness (p=.000), systematicity (p=.000), truth-seeking (p=.000) and self-confidence (p=.000) were statistically significant. However, open-mindedness was statistically insignificant (p=.074). CONCLUSION TBL improves five out of six dimensions of students' critical thinking. Besides its established evidence to increase knowledge, TBL can also be used as a teaching methodology for enhancing students' critical thinking.
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Affiliation(s)
- Muhammad Asif Zeb
- Muhammad Asif Zeb, BSc. MLT, MSc Hematology, MHPE. Lecturer, Institute of Paramedical Sciences, Khyber Medical University, Peshawar, Pakistan
| | - Usman Mahboob
- Usman Mahboob, MBBS, MPH, FHEA (UK), DHPE (UK), Fellow FAIMER (USA) Associate Professor, Institute of Health Professions Education (IHPE&R), Khyber Medical University, Peshawar, Pakistan
| | - Neelofar Shaheen
- Neelofar Shaheen, MBBS, MHPE, PhD Scholar, Assistant Professor, Department of Health Professions Education & Research (DHPE&R), Peshawar Medical College, Peshawar, KPK, Pakistan, Riphah International University, Islamabad, Pakistan
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Wang Q, Li Z, Huang X, Fu X, Li Q, Li H. Step-by-Step Method Combined with Simulation-Enhanced Learner Outcomes in Minimally Invasive Breast Surgery Education. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2022; 13:1051-1060. [PMID: 36120393 PMCID: PMC9481279 DOI: 10.2147/amep.s367304] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/21/2022] [Accepted: 08/31/2022] [Indexed: 06/15/2023]
Abstract
PURPOSE Traditional standardized training in ultrasound-guided minimally invasive breast surgery (UMIBS) focused on lecture-based learning (LBL) resulted in students' insufficient analysis, limited spatial visual conversion ability, and poor practical application. This study examined the effects of the step-by-step (SBS) method combined with a simulation model in UMIBS education. SUBJECTS AND METHODS A total of 84 residents participated in this study. The residents were divided into the SBS group (experience group, n=42) and the LBL group (control group, n=42), and the same teacher taught the two groups to ensure a comparable result. Based on the pork simulation model, two experts evaluated student performance scores, and the total time taken by each student was also counted. The participants were surveyed with 7 questions after the training, and each answer was assigned a score of 1, 2 or 3 to compare the participants' satisfaction. RESULTS The average value of the surgical skills for SBS group were significantly higher than LBS group, which was 82.8±4.4 and 72.7±4.0 (t=4.27, P<0.001), the time spend of neoplasm localization by the experience group was significantly less than the control group, which was 17.9±1.6 and 20.9±1.2 secs, (t=1.58, P<0.001), and there were significant differences in puncture accuracy and excision integrity between the two groups (P<0.05). In addition, the results of the questionnaire survey showed that learning interest, surgical ability and satisfaction were better in the SBS group than in the LBS group (P<0.05), and there were no significant differences in clinical thinking and learning pressure between the two groups. CONCLUSION The SBS teaching method may help to improve the surgical skills and learning interest, as well as reduce adverse reactions and cultivate clinical thinking of the students in UMIBS training. Future studies could consider multicenter clinical research to further confirm the practicality of this teaching method and reduce the risk of deviation.
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Affiliation(s)
- Qinbo Wang
- Department of Breast Surgery, The Sixth Affiliated Hospital, Sun Yat-Sen University, Guangzhou, People’s Republic of China
- Department of Pharmacy, The Sixth Affiliated Hospital, Sun Yat-Sen University, Guangzhou, People’s Republic of China
- Department of Graceland Medical Center, The Sixth Affiliated Hospital, Sun Yat-Sen University, Guangzhou, People’s Republic of China
| | - Zongyan Li
- Department of Breast Surgery, The Sixth Affiliated Hospital, Sun Yat-Sen University, Guangzhou, People’s Republic of China
| | - Xiaojia Huang
- Department of Breast Surgery, The Sixth Affiliated Hospital, Sun Yat-Sen University, Guangzhou, People’s Republic of China
| | - Xiaoyan Fu
- Department of Breast Surgery, The Sixth Affiliated Hospital, Sun Yat-Sen University, Guangzhou, People’s Republic of China
| | - Qian Li
- Department of Breast Surgery, The Sixth Affiliated Hospital, Sun Yat-Sen University, Guangzhou, People’s Republic of China
| | - Haiyan Li
- Department of Breast Surgery, The Sixth Affiliated Hospital, Sun Yat-Sen University, Guangzhou, People’s Republic of China
- Department of Graceland Medical Center, The Sixth Affiliated Hospital, Sun Yat-Sen University, Guangzhou, People’s Republic of China
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Shen J, Qi H, Chen Y, Mei R, Sun C, Wang Z. Incorporating modified team-based learning into a flipped basic medical laboratory course: impact on student performance and perceptions. BMC MEDICAL EDUCATION 2022; 22:608. [PMID: 35933354 PMCID: PMC9356488 DOI: 10.1186/s12909-022-03676-1] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/10/2022] [Accepted: 08/02/2022] [Indexed: 05/09/2023]
Abstract
BACKGROUND Basic medical laboratory courses (BMLCs) play an essential role in medical education and offer several benefits to students. Although various student-centered and active learning strategies have been increasingly incorporated into medical education, their applications in BMLCs are limited. This paper aimed to explore the educational effects of a flipped classroom (FC) combined with team-based learning (TBL) strategy in BMLCs at Zhejiang University School of Medicine. METHODS Four hundred eight 3rd-Year medical students were assigned to either the FC-TBL group (n = 235) or the FC group (n = 173) to complete three experiments on the respiration block of BMLCs. The two groups' immediate and long-term academic performance were compared, and the FC-TBL students' perceptions of different instructional strategies were surveyed. RESULTS Students in the FC-TBL group scored higher on the immediate post-tests after class and higher on the final exams in two of the three experiment sessions. They preferred FC-TBL to FC for its higher engagement, more feedback, and better learning environment. Students felt the FC with TBL blended instructional strategy stimulated their interest in learning and deep thinking. CONCLUSIONS Compared with the FC group, students in the FC-TBL group improved academic performance and had a more positive experience overall. Our findings support the feasibility and advantage of the flipped classroom with team-based learning as a blended learning strategy in the BMLC curriculum.
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Affiliation(s)
- Jing Shen
- Department of Pathology and Pathophysiology, and Department of Medical Oncology of the Second Affiliated Hospital, Zhejiang University School of Medicine, Hangzhou, 310058, China.
| | - Hongyan Qi
- Department of Pathology and Pathophysiology, Zhejiang University School of Medicine, Hangzhou, 310058, China
| | - Yingying Chen
- Department of Pathology and Pathophysiology, Zhejiang University School of Medicine, Hangzhou, 310058, China
| | - Ruhuan Mei
- Experimental Teaching Center of Basic Medicine, Zhejiang University School of Medicine, Hangzhou, 310058, China
| | - Cencen Sun
- Experimental Teaching Center of Basic Medicine, Zhejiang University School of Medicine, Hangzhou, 310058, China
| | - Zhengyang Wang
- Department of Pulmonary and Critical Care Medicine, Sir Run Run Shaw Hospital, Zhejiang University School of Medicine, Hangzhou, 310016, China
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Imran M, Halawa TF, Baig M, Almanjoumi AM, Badri MM, Alghamdi WA. Team-based learning versus interactive lecture in achieving learning outcomes and improving clinical reasoning skills: a randomized crossover study. BMC MEDICAL EDUCATION 2022; 22:348. [PMID: 35525940 PMCID: PMC9080179 DOI: 10.1186/s12909-022-03411-w] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/08/2021] [Accepted: 04/18/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND This study aimed to investigate the impact of interactive lecture (IL) and team-based learning (TBL) on improving clinical reasoning skills (CRSs) and achieving learning outcomes (LO). Students' feedback was obtained about the strategies. METHODS This study was carried out at the Faculty of Medicine in Rabigh, King Abdulaziz University, Jeddah, Saudi Arabia. Two modules, endocrinology, and emergency were selected. Students of each batch in both modules were divided into two arms. With a randomized crossover design, IL & TBL were used for two separate topics in each module. After each topic, a quiz in the form of well-structured MCQs was taken. A questionnaire was designed to obtain students' feedback. SPSS version 23 was used to analyse results. The difference between the mean values was calculated by Student's t-test. Feedback data is presented as frequency. P-value ≤ 0.05 was considered statistically significant. RESULTS Learning outcomes were achieved by all groups in two modules, with both instructional strategies, IL and TBL. Students attempted >70% correct answers. However, in the emergency module, the groups with TBL as the instructional strategy performed better in quiz1 and quiz 2 (p = 0.026 and p = 0.016, respectively). Similarly, in the endocrinology module (3rd year), although the groups with TBL as the instructional strategy performed better in both quizzes, it was significant in quiz1 (p = 0.02). The difficulty indices of the clinical reasoning questions (CRQ) were used as the parameters for comparison. In the emergency module, group1, in quiz1, with TBL as an instructional strategy performed better in the CRQ (p = 0.017), while in quiz2, group2 with TBL as the instructional strategy performed better (p < 0.001). Group1 of the third-year students (endocrinology module) performed better in the CRQ in quiz 1 with TBL as an instructional strategy than group 2 with IL (p = 0.04). Mostly, students in both modules preferred TBL over IL, and especially they liked team application. Students perceived that TBL was a better strategy to learn CRS. CONCLUSIONS Students achieved LOs and CRS better with TBL as an instructional strategy. They preferred TBL over IL. It is suggested to include TBL, or increase its percentage, in the curriculum.
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Affiliation(s)
- Muhammad Imran
- Department of Surgery, Medical Education Unit, Faculty of Medicine in Rabigh, King Abdulaziz University, Building 13, PO Box No. 80200, Jeddah, 21589 Saudi Arabia
| | - Taher Fawzy Halawa
- Department of Paediatrics, Faculty of Medicine in Rabigh, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Mukhtiar Baig
- Department of Clinical Biochemistry, Assessment Unit, Faculty of Medicine in Rabigh, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Ahmed Mohammed Almanjoumi
- Department of Surgery, Faculty of Medicine in Rabigh, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Mohammed Mustafa Badri
- Department of Surgery, Faculty of Medicine in Rabigh, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Waleed Ahmed Alghamdi
- Division of Psychiatry, Faculty of Medicine, King Abdulaziz University, Department of Medicine, Faculty of Medicine in Rabigh, King Abdulaziz University, Jeddah, Western Region Saudi Arabia
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Eveillard M. Mobilisation des pédagogies actives dans les études pharmaceutiques à travers les travaux de groupes. ANNALES PHARMACEUTIQUES FRANÇAISES 2021; 79:324-333. [DOI: 10.1016/j.pharma.2020.11.005] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2020] [Revised: 08/14/2020] [Accepted: 11/09/2020] [Indexed: 10/22/2022]
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Straw AM, Wicker E, Harper NG. Effect of peer instruction pedagogy on concept mastery in a first professional year pharmacy self-care course. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:273-278. [PMID: 33641738 DOI: 10.1016/j.cptl.2020.10.002] [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: 12/19/2019] [Revised: 09/30/2020] [Accepted: 10/18/2020] [Indexed: 06/12/2023]
Abstract
INTRODUCTION As active learning is being encouraged in pharmacy education, valid active learning pedagogies should be investigated. Peer instruction pedagogy has yet to be explored in the pharmacy education setting. Peer instruction assesses student understanding of a topic through multiple choice questions called ConcepTests. When the class scores below a threshold, students are given time to discuss the ConcepTest. They are then given an opportunity to repeat the same ConcepTest. METHODS Peer instruction pedagogy was implemented in the 2017 fall semester of PHAR 6112: Introduction to Self-Care. Changes in student responses were recorded via Turning Technologies software to identify if peer instruction increased the number of students who answered ConcepTests correctly. Changes in responses were analyzed via a paired t-test and McNemar test. Students were also surveyed on their perceptions of the pedagogy. RESULTS A total of 51 questions proceeded through the entirety of the peer instruction algorithm. Peer instruction was associated with an increase in correct response (P < .001). Students' total number of correct responses to ConcepTest questions increased by an average of 16.1 (31.5%) following peer instruction (P<.001). Over 86% of students would recommend that other instructors use ConcepTests. CONCLUSIONS Peer instruction resulted in an increase in correct responses to session ConcepTests. This pedagogy has potential as an active learning method to deliver pharmacy material.
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Affiliation(s)
- Andrew M Straw
- Assistant Professor of Pharmacy Practice, Cedarville University School of Pharmacy, 251 N Main St, Cedarville, OH 45314, United States.
| | - Emily Wicker
- Student Researcher, Cedarville University School of Pharmacy, 251 N Main St #2800, Cedarville, OH 45314, United States.
| | - Nicole G Harper
- Student Researcher, Cedarville University School of Pharmacy, Cedarville, OH 45314, 251 N Main St #2904, United States.
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Silberman D, Carpenter R, Takemoto JK, Coyne L. The impact of team-based learning on the critical thinking skills of pharmacy students. CURRENTS IN PHARMACY TEACHING & LEARNING 2021; 13:116-121. [PMID: 33454066 DOI: 10.1016/j.cptl.2020.09.008] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/06/2020] [Revised: 08/14/2020] [Accepted: 09/21/2020] [Indexed: 06/12/2023]
Abstract
INTRODUCTION Critical thinking is an important ability for pharmacists, but few studies have found improvements in pharmacy student critical thinking skills as a consequence of their education. Team-based learning (TBL) is an active learning strategy that encourages students to think critically to solve problems. The purpose of this study was to evaluate the impact of TBL on the critical thinking skills of pharmacy students. METHODS One hundred ninety students from the first two cohorts at a pharmacy school were invited to participate. The Health Science Reasoning Test (HSRT) was administered prior to the first semester and after two years of the TBL-based pharmacy curriculum. Student's t-test was used for a pairwise analysis along with Welch's t-test for unequal variances when comparing HSRT score modulation. RESULTS There was an overall increase in mean HSRT score. However, some participants (29%) with initially higher mean HSRT scores did not demonstrate an increase. Nearly all (99%) participants demonstrated improvements of one of the eight domains of critical thinking evaluated in the HSRT. This corresponded with an improvement in score of the majority of participants (n = 115). CONCLUSION This study provides evidence that TBL improves critical thinking skills. More research is needed to identify the specific aspects of TBL that influence critical thinking.
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Affiliation(s)
- Dave Silberman
- Ben and Maytee Fisch College of Pharmacy, The University of Texas at Tyler, 3900 University Boulevard, Tyler, TX 75799, United States.
| | - Rob Carpenter
- Soules College of Business, The University of Texas at Tyler, 3900 University Boulevard, Tyler, TX 75799, United States.
| | - Jody K Takemoto
- Ben and Maytee Fisch College of Pharmacy, The University of Texas at Tyler, 3900 University Boulevard, Tyler, TX 75799, United States; Department of Biomedical Education, College of Osteopathic Medicine, California Health Sciences University, 2500 Alluvial Avenue, Clovis, CA 93611, United States.
| | - Leanne Coyne
- Ben and Maytee Fisch College of Pharmacy, The University of Texas at Tyler, 3900 University Boulevard, Tyler, TX 75799, United States; Department of Biomedical Education, College of Osteopathic Medicine, California Health Sciences University, 2500 Alluvial Avenue, Clovis, CA 93611, United States.
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Burgess A, van Diggele C, Roberts C, Mellis C. Team-based learning: design, facilitation and participation. BMC MEDICAL EDUCATION 2020; 20:461. [PMID: 33272267 PMCID: PMC7712595 DOI: 10.1186/s12909-020-02287-y] [Citation(s) in RCA: 46] [Impact Index Per Article: 11.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Abstract
Team-based learning (TBL) provides an active, structured form of small group learning, that can be applied to large classes. Student accountability is achieved through the specific steps of TBL, including pre-class preparation, readiness assurance testing, problem-solving activities, and immediate feedback. Globally, a growing number of healthcare faculties have adopted TBL in a variety of combinations, across diverse settings and content areas. This paper provides a succinct overview of TBL and guidance for teachers towards successful design and implementation of TBL within health professional education. It also offers guidance for students participating in TBL. The paper is informed by both educational theory, and the extensive, seven year experience of the first and last authors in designing, implementing, facilitating and evaluating TBL at a large medical school.
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Affiliation(s)
- Annette Burgess
- The University of Sydney, Faculty of Medicine and Health, Sydney Medical School, Education Office, The University of Sydney, Edward Ford Building A27, Sydney, NSW, 2006, Australia.
- The University of Sydney, Faculty of Medicine and Health, Sydney Health Professional Education Research Network, The University of Sydney, Sydney, Australia.
| | - Christie van Diggele
- The University of Sydney, Faculty of Medicine and Health, Sydney Health Professional Education Research Network, The University of Sydney, Sydney, Australia
- The University of Sydney, Faculty of Medicine and Health, The University of Sydney, Sydney, Australia
| | - Chris Roberts
- The University of Sydney, Faculty of Medicine and Health, Sydney Medical School, Education Office, The University of Sydney, Edward Ford Building A27, Sydney, NSW, 2006, Australia
- The University of Sydney, Faculty of Medicine and Health, Sydney Health Professional Education Research Network, The University of Sydney, Sydney, Australia
| | - Craig Mellis
- The University of Sydney, Faculty of Medicine and Health, Sydney Medical School, Central Clinical School, Sydney, Australia
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Burnworth MJ, Pettinger TK, Medina MS, Niemczyk M. Preceptor tips for navigating generational differences with introductory and advanced pharmacy practice experience students. Pharm Pract (Granada) 2020; 18:2176. [PMID: 33294065 PMCID: PMC7713755 DOI: 10.18549/pharmpract.2020.4.2176] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Ideally, precepting during introductory and advanced pharmacy practice experiences should be tailored to meet the individualized needs of learners. Understanding generational similarities and differences that exist between both learners and educators will facilitate meaningful interaction and improve learning outcomes. A common pitfall among preceptors is to judge the values of their pharmacy learners based on the stereotypes of the generations. This tends to be more evident when the preceptor’s generation differs from the generation of the learner. The following article describes generational attributes that influence experiential learning with general tips for how preceptors can use this information to enhance their interactions with learners. By comparing and contrasting the predominant generations in the current pharmacy education landscape (Baby Boomers, Generation X, and Millennials), the article will demonstrate how multi-generational interactions impact pharmacy education. As Millennials are the majority of experiential learners, the focus will be on their learning preferences and how preceptors can help engage these learners. Practical advice and tools on engaging Millennial learners will be reviewed. Case vignettes will demonstrate how to identify ways to tailor precepting to meet the needs of the learner, avoid common pitfalls, facilitate meaningful interaction, and, ultimately, improve learning outcomes.
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Affiliation(s)
- Melinda J Burnworth
- PharmD, BCPS. Professor of Pharmacy Practice. Department of Pharmacy Practice, College of Pharmacy, Midwestern University. Glendale, AZ (United States).
| | - Tracy K Pettinger
- PharmD. Clinical Associate Professor. Department of Pharmacy Practice and Administrative Science, College of Pharmacy, Idaho State University. Pocatello, ID (United States).
| | - Melissa S Medina
- EdD. Professor and Associate Dean of Assessment & Evaluation. Department of Pharmacy: Clinical and Administrative Sciences, College of Pharmacy, University of Oklahoma. Oklahoma City, OK (United States).
| | - Mary Niemczyk
- PhD. Associate Professor. Aviation Programs, Fulton Schools of Engineering, Arizona State University. Tempe, AZ (United States).
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Zagaar M, Nguyen LD, Echols J, Loubani H. A flexible, group-based assessment strategy for Historically Black College and University pharmacy students. CURRENTS IN PHARMACY TEACHING & LEARNING 2020; 12:1129-1136. [PMID: 32624143 DOI: 10.1016/j.cptl.2020.04.029] [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: 04/03/2019] [Revised: 02/19/2020] [Accepted: 04/18/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND AND PURPOSE Historically Black College and University (HBCU) students often have diverse educational backgrounds and learning needs. We describe the implementation of a group-based assessment (GBA) strategy within a pharmacotherapy course at a HBCU. EDUCATIONAL ACTIVITY AND SETTING Ninety second-year pharmacy students participated in the study, completing eight formative GBAs, two summative exams, and a demographic questionnaire. In this study, GBAs were administered as post-assessments after each topic and prior to an exam. Our pilot study sought to describe mean GBA scores in relation to summative exam performance. Data analysis employed descriptive statistics. FINDINGS The majority of students were female (61%), identified as either African American (37.8%) or East Asian (35.5%) descent, and claimed English as a second language. The preliminary analysis described student performance levels on Exam 1 and Exam 2 and means of each corresponding GBA. There was a general upward trend in GBA mean scores across the majority of exam performance levels with the exception of GBA 6. GBAs 1 through 4 had the lowest mean scores across all Exam 1 performance levels. SUMMARY This pilot study described a flexible group-based assessment format that encouraged student-paced learning among HBCU students. Frequent GBA may act as an early-warning system for these students and can engage students earlier in the course to improve academic performance on major exams. Future studies with a larger number of subjects are needed to validate the use of this GBA strategy in similar settings.
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Affiliation(s)
- Munder Zagaar
- Texas Southern University College of Pharmacy and Health Sciences, Department of Pharmacy Practice and Clinical Health Sciences, 3100 Cleburne Street, Houston, TX 77004, United States.
| | - Linh D Nguyen
- Texas Southern University College of Pharmacy and Health Sciences, Department of Pharmacy Practice and Clinical Health Sciences, 3100 Cleburne Street, Houston, TX 77004, United States
| | - JaRyce Echols
- Texas Southern University College of Pharmacy and Health Sciences, Department of Pharmacy Practice and Clinical Health Sciences, 3100 Cleburne Street, Houston, TX 77004, United States
| | - Hanan Loubani
- Texas Southern University College of Pharmacy and Health Sciences, Department of Pharmacy Practice and Clinical Health Sciences, 3100 Cleburne Street, Houston, TX 77004, United States
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Bauler TJ, Sheakley ML, Ho A. Use of the Team-Based Learning Readiness Assessment Test as a Low-Stakes Weekly Summative Assessment to Promote Spaced and Retrieval-Based Learning. MEDICAL SCIENCE EDUCATOR 2020; 30:605-608. [PMID: 34457711 PMCID: PMC8368766 DOI: 10.1007/s40670-019-00826-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/06/2023]
Abstract
Spaced learning and retrieval-based learning are two powerful learning tools that have repeatedly been shown to be effective learning strategies. Team-Based Learning (TBL) is a collaborative learning and teaching approach that is evidence-based and promotes active learning. To combine these learning strategies, we designed a TBL-centered preclinical curriculum that uses the readiness assurance test (RAT) as a low-stakes weekly summative assessment to promote spaced learning and retrieval-based learning. Since student preference for massed learning over spaced learning is well established, a TBL-centered curriculum designed to encourage spaced and retrieval-based learning may be beneficial to student learning.
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Affiliation(s)
- Timothy J. Bauler
- Department of Biomedical Sciences, Western Michigan University Homer Stryker M.D. School of Medicine, 1000 Oakland Dr., Kalamazoo, MI 49008 USA
| | - Maria L. Sheakley
- Department of Biomedical Sciences, Western Michigan University Homer Stryker M.D. School of Medicine, 1000 Oakland Dr., Kalamazoo, MI 49008 USA
| | - Arlene Ho
- Western Michigan University Homer Stryker M.D. School of Medicine, 1000 Oakland Dr., Kalamazoo, MI 49008 USA
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Engle JP, Burke JM, Ashjian EJ, Avery L, Borchert JS, Faro SJE, Harris CS, Herink MC, Jain B, MacLaughlin EJ, Martello JL, Moore K, Rogers E, Smith WJ, Stranges PM. ACCP clinical pharmacist competencies: Advocating alignment between student, resident, and practitioner competencies. JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY 2020. [DOI: 10.1002/jac5.1200] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Affiliation(s)
| | | | | | - Lisa Avery
- American College of Clinical Pharmacy Lenexa Kansas
| | | | | | | | | | - Barkha Jain
- American College of Clinical Pharmacy Lenexa Kansas
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Schmidt HG, Rotgans JI, Rajalingam P, Low-Beer N. A Psychological Foundation for Team-Based Learning: Knowledge Reconsolidation. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2019; 94:1878-1883. [PMID: 31149922 DOI: 10.1097/acm.0000000000002810] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/08/2023]
Abstract
Although team-based learning is a popular instructional approach, little is known about its psychological foundation. In this Perspective, the authors propose a theoretical account of the psychological mechanisms through which team-based learning works. They suggest a knowledge reconsolidation hypothesis to explain how the distinct phases of team-based learning enable students to learn. Knowledge reconsolidation is the process whereby previously consolidated knowledge is retrieved from memory with the purpose of actively consolidating it again. Reconsolidation aims to preserve, strengthen, and adjust knowledge that is already stored in long-term memory. This process is generally considered an important reason why people who reactivate what they have previously learned many times develop knowledge structures that are extremely stable and easily retrieved.The authors propose that 4 psychological mechanisms enable knowledge reconsolidation, each of which is tied to a distinct phase of team-based learning: retrieval practice, peer elaboration, feedback, and transfer of learning. Before a team-based learning session, students engage in independent, self-directed learning that is often followed by at least one night of sleep. The latter is known to facilitate synaptic consolidation in the brain. During the actual team-based learning session, students are first tested individually on what they learned, then they discuss the answers to the test with a small group of peers, ask remaining "burning questions" to the teacher, and finally engage in a number of application exercises.This knowledge reconsolidation hypothesis may be considered a framework to guide future research into how team-based learning works and its outcomes.
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Affiliation(s)
- Henk G Schmidt
- H.G. Schmidt is professor of psychology, Department of Psychology, Erasmus University, Rotterdam, the Netherlands. J.I. Rotgans is assistant professor of medical education, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore. P. Rajalingam is senior lecturer of medical education, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore. N. Low-Beer is professor and vice dean of education, Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore
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Janke KK, Bechtol RA, James S, Lepp G, Moote R, Clapp P. Determining Indicators of High-Quality Application Activities for Team-Based Learning. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:7109. [PMID: 31871344 PMCID: PMC6920639 DOI: 10.5688/ajpe7109] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/11/2018] [Accepted: 02/06/2019] [Indexed: 06/10/2023]
Abstract
Objective. To determine the indicators of quality for application activities in pharmacy team-based learning (TBL). Methods. A modified Delphi process was conducted with pharmacy TBL experts. Twenty-three experts met the inclusion criteria, including having at least four years of TBL experience, designing at least eight TBL sessions, training others to use TBL, and authoring a peer-reviewed TBL pharmacy paper. In round 1, panelists responded to five open-ended questions about their successful TBL applications activities, including satisfaction with the activity and methods for creating positive student outcomes. In round 2, panelists indicated their level of agreement with the round 1 quality indicators using a four-point Likert rating. Consensus was set at 80% strongly agree/agree. In an open comment period, panelists provided suggestions to help expand the indicator descriptions. Indicators were verified based on TBL and the education literature. Results. Twenty panelists (87% of those eligible) responded in round 1 and 17 (85% participation) in round 2. Sixteen quality indicators were identified in round 1, with 14 achieving consensus in round 2. "Uses authentic pharmacy challenges or situations" (88% strongly agree/agree) and "incorporates or provides effective feedback to groups" (88% strongly agree/agree) met consensus. However, "has multiple right answers" (76% strongly agree/agree) and "incorporates elements from school specific emphases (eg, faith, underserved)" (53% strongly agree/agree) did not reach consensus. Conclusions. These indicators can assist faculty members in designing application activities to provide high-quality TBL exercises that promote deep thinking and engaged classroom discussion. The indicators could also guide faculty development and quality improvement efforts, such as peer review of application activities.
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Affiliation(s)
- Kristin K. Janke
- University of Minnesota College of Pharmacy, Minneapolis, Minnesota
| | | | | | - Gardner Lepp
- University of Minnesota College of Pharmacy, Duluth, Minnesota
| | - Rebecca Moote
- University of Texas College of Pharmacy, Austin, Texas
| | - Peter Clapp
- Regis University School of Pharmacy, Denver, Colorado
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James S, Cogan P, McCollum M. Team-Based Learning for Immunology Courses in Allied Health Programs. Front Immunol 2019; 10:2477. [PMID: 31736944 PMCID: PMC6833913 DOI: 10.3389/fimmu.2019.02477] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2019] [Accepted: 10/04/2019] [Indexed: 11/24/2022] Open
Abstract
Immunology is now a major component of studies in human biology, with many diseases having immune system involvement. Because so many areas of study include aspects of immunological knowledge, how to teach and incorporate immunology must be evaluated and assessed at all levels of education including K-12, undergraduate, graduate, medical, and professional programs. Traditional teaching methods such as lecture have significant shortcomings which make them less appealing to students today who are more digitally inclined and demand more active and engaging learning environments. Herein, we describe and propose the use of the active learning model of Team-Based Learning (TBL) to incorporate immunology into medical and professional programs. TBL is defined as an evidence based collaborative learning strategy taught in a three-step cycle: pre-class preparation, in-class readiness assurance testing (RAT), and application-focused exercises. In TBL, students are assigned to 6-7 member teams. Students complete the in-class RAT individually followed by taking the RAT as a team (T-RAT). Following the RAT and T-RAT, the instructor can then provide immediate feedback on concepts that proved especially difficult. The remainder of class time is then spent with teams working case studies and applications relative to the instructional topic or disease. Teams decide the best outcome or answer for a given application and report their answers simultaneously in class, followed by a discussion facilitated by the instructor. Research indicates that students involved in active learning classes, such as those using TBL have significantly increased levels of student engagement and high performance on examinations. This review will highlight how to implement TBL into a professional program (medical, dental, nursing, or pharmacy), how to assess student performance and provide real world examples of case studies and applications.
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Affiliation(s)
- Stephanie James
- Regis University School of Pharmacy, Denver, CO, United States
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Lang B, Zhang L, Lin Y, Han L, Zhang C, Liu Y. Team-based learning pedagogy enhances the quality of Chinese pharmacy education: a systematic review and meta-analysis. BMC MEDICAL EDUCATION 2019; 19:286. [PMID: 31357986 PMCID: PMC6664710 DOI: 10.1186/s12909-019-1724-6] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/31/2019] [Accepted: 07/23/2019] [Indexed: 05/24/2023]
Abstract
BACKGROUND Recent years have witnessed the wide application of team-based learning(TBL) pedagogy in Chinese pharmacy education. However, the relevant systematic review evaluating the effects of such new pedagogical approach has not been established. The present study was designed to examine systematically the effect of using TBL approach in pharmacy education in China. METHODS Six databases were searched from the inception to January 2019. The studies reporting the performance of pharmacy students in Chinese university or college receiving TBL pedagogy compared to those receiving traditional lecture-based learning (LBL) were enrolled to be analyzed. Scores of the objective theoretical test were considered as the primary outcome, and the results from questionnaires about the number of students who approved the effects of TBL pedagogy on improving their learning enthusiasm, self-study ability, thinking ability, and communication skills were considered as the secondary outcome. A meta-analysis was conducted following the guidelines of the Cochrane Reviewer's Handbook and the Preferred Reporting Items for Systematic Reviews and Meta Analyses statement. RESULTS A total of 1271 students in 12 studies published from 2013 to 2018 were enrolled in present analysis. Compared with traditional LBL pedagogy, TBL pedagogy exhibited more effectiveness in developing the objective tests scores of pharmacy students from both universities (SMD = 1.69, 95% CI [1.10, 2.28], p < 0.00001) and colleges (SMD = 4.37, 95% CI [1.33, 7.40], p < 0.00001), and such pedagogy applied well in experiments-oriented courses (SMD = 2.14, 95% CI [0.86, 3.43], p < 0.00001) and theory-oriented courses (SMD = 2.77, 95% CI [1.41, 4.14], p < 0.00001). In addition, it developed students' learning enthusiasm, students' self-study ability, thinking ability, and enhanced students' communication skills. CONCLUSIONS TBL pedagogy has developed rapidly and applied widely in Chinese pharmacy education during the last decade. The results indicated that such novel pedagogy is compatible with the present situation of Chinese pharmacy education. And it could be considered as an effective method to enhance both the theoretical test scores and various abilities of Chinese pharmacy students.
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Affiliation(s)
- Bingchen Lang
- Department of Pharmacy, West China Second University Hospital, Sichuan University, No. 20, Section 3, Renmin Nanlu, Chengdu, 610041, Sichuan, China
| | - Lingli Zhang
- Department of Pharmacy, West China Second University Hospital, Sichuan University, No. 20, Section 3, Renmin Nanlu, Chengdu, 610041, Sichuan, China.
- Key Laboratory of Birth Defects and Related Diseases of Women and Children (Sichuan University), Ministry of Education, Chengdu, China.
- Evidence-Based Pharmacy Center, West China Second University Hospital, Sichuan University, Chengdu, China.
| | - Yunzhu Lin
- Department of Pharmacy, West China Second University Hospital, Sichuan University, No. 20, Section 3, Renmin Nanlu, Chengdu, 610041, Sichuan, China
| | - Lu Han
- Department of Pharmacy, West China Second University Hospital, Sichuan University, No. 20, Section 3, Renmin Nanlu, Chengdu, 610041, Sichuan, China
| | - Chuan Zhang
- Department of Pharmacy, West China Second University Hospital, Sichuan University, No. 20, Section 3, Renmin Nanlu, Chengdu, 610041, Sichuan, China
| | - Yantao Liu
- Department of Pharmacy, West China Second University Hospital, Sichuan University, No. 20, Section 3, Renmin Nanlu, Chengdu, 610041, Sichuan, China
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Constante Jaime P, Raulino Tramontt C, Tiemann Gabe K, Cardoso dos Reis L, de Mattos Maia T. Students' Perceptions of Team-based Learning in an Undergraduate Nutrition School. MEDEDPUBLISH 2019; 7:226. [PMID: 38449773 PMCID: PMC10917459 DOI: 10.15694/mep.2018.0000226.2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/08/2024] Open
Abstract
This article was migrated. The article was marked as recommended. Introduction: Current challenges in the food and nutrition fields have required training nutritionists to develop teamwork skills, demanding the use of active methodologies. Methods: This qualitative descriptive study aimed at knowing Nutrition students' perceptions about the use of Team Based Learning (TBL) in a course. Focus groups were conducted and submitted to content analysis. Results: Categories were grouped into three axes: (1) principles of the method ( teamwork, individual preparation and teacher's role), (2) results of the experience ( knowledge acquisition, critical judgment and communication/argumentation) and (3) meanings of the experience ( engagement/motivation and preference for the method). Teamwork was the most frequent category (51 occurrences), followed by knowledge acquisition (44) and engagement/motivation (35). Axis 1 categories came out linked to each other and to at least one Axis 2 category, revealing the course's coherence with TBL principles, thus allowing better knowledge acquisition, communication skills, and development of critical judgment. Axis 3 was connected to the others, pointing out that both principles of the method and results of the experience contributed to students' engagement and preference for the method. Conclusion: According tostudents' perceptions, TBL can contribute to provide nutritionists with better technical training, critical judgment, and communication skills.
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AlRuthia Y, Alhawas S, Alodaibi F, Almutairi L, Algasem R, Alrabiah HK, Sales I, Alsobayel H, Ghawaa Y. The use of active learning strategies in healthcare colleges in the Middle East. BMC MEDICAL EDUCATION 2019; 19:143. [PMID: 31088430 PMCID: PMC6518770 DOI: 10.1186/s12909-019-1580-4] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/11/2017] [Accepted: 04/26/2019] [Indexed: 05/13/2023]
Abstract
BACKGROUND Multiple studies have explored the use of active learning strategies among faculty members in different healthcare colleges worldwide, however, very few have described the use of these strategies in the Middle East. The aim of this study was to evaluate the extent of the implementation of active learning and its various techniques across different fields of healthcare education in various countries in the Middle East. METHODS A Web-based questionnaire was developed to obtain information on the use of active learning methods. This survey was disseminated among faculty members in healthcare colleges in 17 Middle Eastern countries. RESULTS Out of 22,734 online invitations that were sent to faculty members in different healthcare colleges, 2085 (9.17%) accepted the invitations, however, only 722 (34.63%) of those who agreed to participate filled out the questionnaire. Eighty-seven percent of the responders utilized at least one technique of active learning. Active learning was used more frequently by female responders. For example, 54.30% of the female responders reported using learning by teaching as one of their teaching methods compared to 41.30% of their male counterparts (p = 0.0005). The various forms of active learning were used at similar levels in both public and private healthcare colleges. Only minor differences were seen among different age groups or academic positions of the responders, but significant variabilities were noted among the several fields of healthcare education. For example, 61.54% of responders from the nursing faculty reported using reaction to videos as one of their teaching methods compared to 31.11% of their counterparts in the faculty of dentistry (p = 0.0021). The most frequently reported obstacles interfering with the effectuation of active learning include the lack of technical support and time constraints. CONCLUSIONS Although some barriers to the implementation of active learning exist, it is extensively used by faculty members in healthcare colleges in the Middle East.
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Affiliation(s)
- Yazed AlRuthia
- Department of Clinical Pharmacy, College of Pharmacy, King Saud University, P.O. Box 2454, Riyadh, 11451 Saudi Arabia
| | - Solaiman Alhawas
- Department of Pharmaceutical Care, King Faisal Specialist Hospital and Research Center, Riyadh, Saudi Arabia
| | - Faris Alodaibi
- Department of Rehabilitation Sciences, College of Applied Medical Sciences, King Saudi University, Riyadh, Saudi Arabia
| | - Lama Almutairi
- King Abdulaziz University Hospital, Riyadh, Saudi Arabia
| | - Reem Algasem
- Department of Pharmaceutical Care, King Faisal Specialist Hospital and Research Center, Riyadh, Saudi Arabia
| | - Haitham K. Alrabiah
- Department of Medicinal Chemistry, College of Pharmacy, King Saud University, Riyadh, Saudi Arabia
| | - Ibrahim Sales
- Department of Clinical Pharmacy, College of Pharmacy, King Saud University, P.O. Box 2454, Riyadh, 11451 Saudi Arabia
| | - Hana Alsobayel
- Department of Rehabilitation Sciences, College of Applied Medical Sciences, King Saudi University, Riyadh, Saudi Arabia
| | - Yazeed Ghawaa
- Department of Clinical Pharmacy, College of Pharmacy, King Saud University, P.O. Box 2454, Riyadh, 11451 Saudi Arabia
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Aronsson P, Zetterqvist A, Baeckström D. Patterns in Swedish pharmacy students' performance and attitudes towards their education. CURRENTS IN PHARMACY TEACHING & LEARNING 2019; 11:433-449. [PMID: 31171245 DOI: 10.1016/j.cptl.2019.02.001] [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: 01/31/2018] [Revised: 11/27/2018] [Accepted: 02/07/2019] [Indexed: 06/09/2023]
Abstract
INTRODUCTION For some time, our faculty have expressed concerns regarding an apparent decrease in pharmacy students' academic productivity and performance. This study aimed to elucidate present conditions and suggest suitable interventions to improve the pharmacy program. METHODS Student cohorts starting the pharmacy program from 2009 to 2014 were followed with respect to performance in two courses (earlier and later). The students were segmented by entry qualifications, age, gender, etc. Eight students were further interviewed about their attitudes regarding their education. RESULTS AND CONCLUSIONS Achievement in the earlier course fell sharply over time, despite basically unchanged entry grade levels, increasing the workload for both teachers and students. This decrease was greater for male students. In the later course, the overall achievement level was higher, possibly due to less successful students dropping out. Subgrouping of students revealed differences in study achievement depending on age, gender, study program entrance qualifications, and admission "ranking". In the interviews, students frequently stressed that connections to their future profession should be clearer and appear earlier in the program. Furthermore, students claimed that lectures with many attendees prevent peer learning and suggested that smaller groups be formed to foster cooperation and unity within the program. Remaining within their original cohort was viewed as very important by most students.
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Affiliation(s)
- Patrik Aronsson
- Department of Pharmacology, Institute of Neuroscience and Physiology, Sahlgrenska Academy at the University of Gothenburg, Box 431, SE-40530 Gothenburg, Sweden.
| | - Ann Zetterqvist
- Department of Pedagogical, Curricular and Professional Studies, Faculty of Education at the University of Gothenburg, Box 300, SE-40530 Gothenburg, Sweden.
| | - Dan Baeckström
- Department of Medical Biochemistry and Cell Biology, Institute of Biomedicine, Sahlgrenska Academy at the University of Gothenburg, Box 440, SE-40530 Gothenburg, Sweden.
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Dicks M, Romanelli F. Impact of Novel Active-Learning Approaches Through iBooks and Gamification in a Reformatted Pharmacy Course. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:6606. [PMID: 31065166 PMCID: PMC6498195 DOI: 10.5688/ajpe6606] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/22/2017] [Accepted: 05/31/2018] [Indexed: 05/27/2023]
Abstract
Objective. To compare pharmacy students' assessment and evaluation ratings of a newly formatted nonprescription products course that used innovative technology and gaming to that for a traditional nonprescription products course. Methods. Examination scores and course evaluations of students who completed the traditional course on nonprescription products were analyzed and compared with those of students who completed a revised course on nonprescription products that used teaching techniques in educational technology. Results. Students in the traditional course significantly outperformed those in the comparator group in eight nonprescription categories on examinations, while students in the new course significantly outperformed those in the comparator group in four categories. Students in the new course outperformed those in the traditional course in two additional examination categories, however these were not significant. Almost all students in both courses agreed or strongly agreed with each course evaluation item, including those items where use of gamification and iBooks were most likely considered. Conclusion. Improvements in student examination performance and course satisfaction may not be immediately seen in a course in which new teaching techniques using educational technology including gamification and iBooks are introduced.
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Affiliation(s)
- Melanie Dicks
- University of Kentucky College of Pharmacy, Lexington, Kentucky
| | - Frank Romanelli
- University of Kentucky College of Pharmacy, Lexington, Kentucky
- Executive Associate Editor, American Journal of Pharmaceutical Education, Arlington, Virginia
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Mohammad RA, Ellingrod VL, Bleske BE. Implementing and evaluating virtual patient cases within a team‐based learning pedagogy in a therapeutics course sequence. JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY 2019. [DOI: 10.1002/jac5.1053] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Affiliation(s)
- Rima A. Mohammad
- Department of Clinical Pharmacy University of Michigan College of Pharmacy Ann Arbor Michigan
| | - Vicki L. Ellingrod
- Department of Clinical Pharmacy University of Michigan College of Pharmacy Ann Arbor Michigan
- School of Medicine, Department of Psychiatry University of Michigan Ann Arbor Michigan
| | - Barry E. Bleske
- College of Pharmacy, Department of Pharmacy Practice and Administrative Sciences University of New Mexico Albuquerque New Mexico
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Crass RL, Romanelli F. Curricular Reform in Pharmacy Education Through the Lens of the Flexner Report of 1910. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2018; 82:6804. [PMID: 30323394 PMCID: PMC6181160 DOI: 10.5688/ajpe6804] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/21/2017] [Accepted: 06/05/2018] [Indexed: 05/21/2023]
Abstract
Abraham Flexner's 1910 report on medical education in the United States (US) and Canada propelled medical training forward into a contemporary renaissance. The report heralded many seismic changes that still resonate within medical and health professions education throughout the US. Today several factors are accelerating curricular reform within pharmacy education, including but not limited to accreditation standards, technologic advances, and student diversity. Despite the fact that Flexner's report is now over a century old, many of his observations and recommendations regarding education are as pertinent and timely today as they were in 1910. This commentary will discuss and reflect upon curricular reform in pharmacy education as it contrasts with some of the observations, findings, and recommendations of Flexner's 1910 report.
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Affiliation(s)
- Ryan L. Crass
- University of Michigan College of Pharmacy, Ann Arbor, Michigan
| | - Frank Romanelli
- University of Kentucky College of Pharmacy, Lexington, Kentucky
- Executive Associate Editor, American Journal of Pharmaceutical Education, Arlington, Virginia
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A Randomized Crossover Comparison between Team-Based Learning and Lecture Format on Long-Term Learning Outcomes. PHARMACY 2018; 6:pharmacy6030081. [PMID: 30081547 PMCID: PMC6163511 DOI: 10.3390/pharmacy6030081] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2018] [Revised: 07/31/2018] [Accepted: 08/02/2018] [Indexed: 11/18/2022] Open
Abstract
There are limited data evaluating the effectiveness of different teaching pedagogies to maintain gains in learning achieved over the short term. The purpose of this study is to compare long-term learning outcomes between two different teaching pedagogies, team-based learning (TBL) and lecture. Within a therapeutic elective course a randomized crossover study was conducted with 30 students divided into two sections. Each section was taught six therapeutic topics (three TBL and three lecture). Six months following completion of the course, 47 assessment questions (application and recall multiple-choice questions) were re-administered to 16 students from the class with no prior announcement of the assessment. The results showed no significant difference in long-term assessment scores between TBL and lecture formats (67 ± 14% vs. 63 ± 16%, p = 0.2, respectively). In addition, there was a significant (p < 0.0001) and similar decline in short-term gains for TBL (90 ± 9% vs. 67 ± 14%) and lecture (86 ± 11% vs. 63 ± 16%) in assessment scores. In conclusion, there was no advantage gained by employing an active-learning pedagogy when assessing multiple-choice questions six months following end of a therapeutics course in a limited sample size. Neither pedagogy was able to maintain short-term gains in learning outcomes as assessed by multiple-choice questions.
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Chen M, Ni C, Hu Y, Wang M, Liu L, Ji X, Chu H, Wu W, Lu C, Wang S, Wang S, Zhao L, Li Z, Zhu H, Wang J, Xia Y, Wang X. Meta-analysis on the effectiveness of team-based learning on medical education in China. BMC MEDICAL EDUCATION 2018; 18:77. [PMID: 29636039 PMCID: PMC5894173 DOI: 10.1186/s12909-018-1179-1] [Citation(s) in RCA: 45] [Impact Index Per Article: 7.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/22/2016] [Accepted: 03/26/2018] [Indexed: 05/16/2023]
Abstract
BACKGROUND Team-based learning (TBL) has been adopted as a new medical pedagogical approach in China. However, there are no studies or reviews summarizing the effectiveness of TBL on medical education. This study aims to obtain an overall estimation of the effectiveness of TBL on outcomes of theoretical teaching of medical education in China. METHODS We retrieved the studies from inception through December, 2015. Chinese National Knowledge Infrastructure, Chinese Biomedical Literature Database, Chinese Wanfang Database, Chinese Scientific Journal Database, PubMed, EMBASE and Cochrane Database were searched. The quality of included studies was assessed by the Newcastle-Ottawa scale. Standardized mean difference (SMD) was applied for the estimation of the pooled effects. Heterogeneity assumption was detected by I2 statistics, and was further explored by meta-regression analysis. RESULTS A total of 13 articles including 1545 participants eventually entered into the meta-analysis. The quality scores of these studies ranged from 6 to 10. Altogether, TBL significantly increased students' theoretical examination scores when compared with lecture-based learning (LBL) (SMD = 2.46, 95% CI: 1.53-3.40). Additionally, TBL significantly increased students' learning attitude (SMD = 3.23, 95% CI: 2.27-4.20), and learning skill (SMD = 2.70, 95% CI: 1.33-4.07). The meta-regression results showed that randomization, education classification and gender diversity were the factors that caused heterogeneity. CONCLUSIONS TBL in theoretical teaching of medical education seems to be more effective than LBL in improving the knowledge, attitude and skill of students in China, providing evidence for the implement of TBL in medical education in China. The medical schools should implement TBL with the consideration on the practical teaching situations such as students' education level.
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Affiliation(s)
- Minjian Chen
- Department of Occupational Medicine and Environmental Health, School of Public Health, Nanjing Medical University, No. 101 Longmian Road, Nanjing, 211166 China
| | - Chunhui Ni
- Experimental Teaching Center of Preventive Medicine, Nanjing Medical University, Nanjing, 211166 China
| | - Yanhui Hu
- Safety Assessment and Research Center for Drug, Pesticide and Veterinary Drug of Jiangsu Province, Nanjing Medical University, Nanjing, 211166 China
| | - Meilin Wang
- Department of Occupational Medicine and Environmental Health, School of Public Health, Nanjing Medical University, No. 101 Longmian Road, Nanjing, 211166 China
| | - Lu Liu
- Department of Student Affairs, School of Public Health, Nanjing Medical University, Nanjing, 211166 China
| | - Xiaoming Ji
- Department of Occupational Medicine and Environmental Health, School of Public Health, Nanjing Medical University, No. 101 Longmian Road, Nanjing, 211166 China
| | - Haiyan Chu
- Department of Occupational Medicine and Environmental Health, School of Public Health, Nanjing Medical University, No. 101 Longmian Road, Nanjing, 211166 China
| | - Wei Wu
- Department of Toxicology, School of Public Health, Nanjing Medical University, Nanjing, 211166 China
| | - Chuncheng Lu
- Department of Occupational Medicine and Environmental Health, School of Public Health, Nanjing Medical University, No. 101 Longmian Road, Nanjing, 211166 China
| | - Shouyu Wang
- Department of Occupational Medicine and Environmental Health, School of Public Health, Nanjing Medical University, No. 101 Longmian Road, Nanjing, 211166 China
| | - Shoulin Wang
- Department of Occupational Medicine and Environmental Health, School of Public Health, Nanjing Medical University, No. 101 Longmian Road, Nanjing, 211166 China
| | - Liping Zhao
- Office of School of Public Health, Nanjing Medical University, Nanjing, 211166 China
| | - Zhong Li
- Department of Nutrition and Food Hygiene, School of Public Health, Nanjing Medical University, Nanjing, 211166 China
| | - Huijuan Zhu
- Department of Student Affairs, School of Public Health, Nanjing Medical University, Nanjing, 211166 China
| | - Jianming Wang
- Department of Epidemiology, School of Public Health, Nanjing Medical University, Nanjing, 211166 China
| | - Yankai Xia
- Department of Toxicology, School of Public Health, Nanjing Medical University, Nanjing, 211166 China
| | - Xinru Wang
- Department of Toxicology, School of Public Health, Nanjing Medical University, Nanjing, 211166 China
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Kebodeaux CD, Peters GL, Stranges PM, Woodyard JL, Vouri SM. Faculty perception of team-based learning over multiple semesters. CURRENTS IN PHARMACY TEACHING & LEARNING 2017; 9:1010-1015. [PMID: 29233368 DOI: 10.1016/j.cptl.2017.07.004] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/19/2016] [Revised: 04/13/2017] [Accepted: 07/27/2017] [Indexed: 06/07/2023]
Abstract
INTRODUCTION Perspectives from faculty regarding team-based learning (TBL) are not well understood. Previous studies describe faculty preference for TBL due to increased student interaction despite requiring increased time for design. The perception of changes in faculty workload over multiple semesters has not been measured. This research evaluates faculty workload and perceived student engagement after implementing TBL in a required non-prescription medication course over multiple semesters. METHODS TBL was implemented in the non-prescription medication course and continued for three consecutive semesters. Faculty members' perception of TBL was captured using an anonymous survey. The survey was an 11 item questionnaire with five Likert-type response options to identify changes in workload, training, and student interaction using TBL. RESULTS Twenty-eight total responses were collected from 10 faculty members who taught in at least one of the four semesters. Results were aggregated based on the number of semesters faculty continually taught in the course. More respondents agreed than disagreed that participation from and interactions with students increased with the TBL course compared to traditional lectures. However, more respondents believed the TBL course approach was more difficult and reported increased workload in the initial semester taught. Enjoyment of teaching increased for a majority of respondents. DISCUSSION AND CONCLUSIONS This is the first study to explore the impact of TBL implementation over multiple semesters. These data can be used to help implement TBL in pharmacy school curricula.
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Affiliation(s)
- Clark D Kebodeaux
- Pharmacy Practice and Science, UK College of Pharmacy, Bio Pharm Complex 247, 789 South Limestone, Lexington, KY 40536-0596, United States.
| | - Golden L Peters
- St. Louis College of Pharmacy, 4588 Parkview Place, St. Louis, MO 63110, United States.
| | - Paul M Stranges
- University of Illinois at Chicago College of Pharmacy, 833 S Wood St, Chicago, IL 60612, United States.
| | - Jamie L Woodyard
- Purdue University College of Pharmacy, 575 Stadium Mall Drive, RHPH G35, West Lafayette, IN 47907, United States.
| | - Scott Martin Vouri
- Department of Pharmacy Practice, St. Louis College of Pharmacy, 4588 Parkview Place, St. Louis, MO 63110, United States.
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Mitchell J, Brackett M. Dental Anatomy and Occlusion: Mandibular Incisors-Flipped Classroom Learning Module. MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2017; 13:10587. [PMID: 30800789 PMCID: PMC6338200 DOI: 10.15766/mep_2374-8265.10587] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/23/2017] [Accepted: 05/03/2017] [Indexed: 06/02/2023]
Abstract
INTRODUCTION This dental anatomy module is the second in a series that develops skills in analyzing the morphology, function, anomalies, and development of human teeth. Learning the visual details associated with teeth has often proven difficult using the lecture format; thus, we have utilized computer-assisted flipped learning, which has been shown to be just as effective as lectures and frees up class time for active learning. METHODS In a flipped classroom approach, students learn basic knowledge with a self-paced, interactive tutorial prior to class. In class, students are assigned to small groups and start with a readiness assessment quiz, administered first individually and then to each team. This is followed by a review for the whole class. The teams then practice critical thinking through practical application scenarios; a laboratory exercise follows where students wax tooth #25 and tooth #26. RESULTS Students rated faculty members who used team-based learning higher than those who used lecture format for similar morphology lectures. For the first 3 years that this flipped classroom technique was used, students consistently scored it higher than the lecture format on a 5-point Likert scale. Multiple positive comments indicated their preference for this method. DISCUSSION Teaching students to see the subtle variations in tooth morphology takes time and attention. In a lecture, each key point is covered only once, and images appear fleetingly. A key advantage of the self-paced interactive tutorial coupled with flipped classroom activities is that each learner can take the time needed with each image in a tutorial.
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Affiliation(s)
- Jan Mitchell
- Professor, Department of Restorative Sciences, Dental College of Georgia at Augusta University
| | - Martha Brackett
- Associate Professor, Department of Restorative Sciences, Dental College of Georgia at Augusta University
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Remington TL, Bleske BE, Bartholomew T, Dorsch MP, Guthrie SK, Klein KC, Tingen JM, Wells TD. Qualitative Analysis of Student Perceptions Comparing Team-based Learning and Traditional Lecture in a Pharmacotherapeutics Course. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2017; 81:55. [PMID: 28496275 PMCID: PMC5423071 DOI: 10.5688/ajpe81355] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/31/2016] [Accepted: 12/19/2016] [Indexed: 05/15/2023]
Abstract
Objective. To qualitatively compare students' attitudes and perceptions regarding team-based learning (TBL) and lecture. Design. Students were exposed to TBL and lecture in an elective pharmacotherapeutics course in a randomized, prospective, cross-over design. After completing the course, students provided their attitudes and perceptions through a written self-reflection and narrative questions on the end-of-course evaluation. Student responses were reviewed using a grounded theory coding method. Assessment. Students' responses yielded five major themes: impact of TBL on learning, perceptions about TBL learning methods, changes in approaches to learning, building skills for professional practice, and enduring challenges. Overall, students report TBL enhances their learning of course content (knowledge and application), teamwork skills, and lifelong learning skills. Conclusion. Students' attitudes and perceptions support TBL as a viable pedagogy for teaching pharmacotherapeutics.
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Affiliation(s)
| | - Barry E Bleske
- University of New Mexico College of Pharmacy, Albuquerque, New Mexico
| | - Tracy Bartholomew
- Center for Research on Learning and Teaching, University of Michigan, Ann Arbor, Michigan
| | | | - Sally K Guthrie
- University of Michigan College of Pharmacy, Ann Arbor, Michigan
| | - Kristin C Klein
- University of Michigan College of Pharmacy, Ann Arbor, Michigan
| | - Jeffrey M Tingen
- University of Virginia School of Medicine, Charlottesville, Virginia
| | - Trisha D Wells
- University of Michigan College of Pharmacy, Ann Arbor, Michigan
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Lein Jr. DH, Lowman JD, Eidson CA, Yuen HK. Evaluation of team-based learning in a doctor of physical therapy curriculum in the United States. JOURNAL OF EDUCATIONAL EVALUATION FOR HEALTH PROFESSIONS 2017; 14:3. [PMID: 28250366 PMCID: PMC5435571 DOI: 10.3352/jeehp.2017.14.3] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/01/2017] [Accepted: 02/27/2017] [Indexed: 05/20/2023]
Abstract
PURPOSE The purpose of this retrospective study was to evaluate students' academic outcomes after implementation of the team-based learning (TBL) approach in patient/client management courses in an entry-level doctor of physical therapy (DPT) curriculum. METHODS The research design of this study involved comparing written and practical exam scores from DPT student cohorts taught with the traditional instructional methods (lecture-based) to those of students from subsequent cohorts taught using the TBL approach in two patient/client management courses: basic skills and cardiopulmonary. For this comparison, the exams used, the number of contact hours and labs, and the instructors who taught these courses remained the same during the transition between these two instructional methods (traditional vs. TBL). The average of all individual course exam scores was used for data analysis. RESULTS In both courses, there were no meaningful differences in the mean exam scores among students across years of cohorts receiving the same instructional method, which allowed clustering students from different years of cohorts in each course receiving the same instructional method into one group. For both courses, the mean exam score was significantly higher in the TBL group than in the traditional instruction group: basic skills course (P<0.001) and cardiopulmonary course (P<0.001). CONCLUSION Student cohorts taught using the TBL approach academically outperformed those who received the traditional instructional method in both entry-level DPT patient/client management courses.
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Affiliation(s)
- Donald H. Lein Jr.
- Department of Physical Therapy, School of Health Professions, The University of Alabama at Birmingham, Birmingham, Ala., USA
| | - John D. Lowman
- Department of Physical Therapy, School of Health Professions, The University of Alabama at Birmingham, Birmingham, Ala., USA
- *Corresponding
| | - Christopher A. Eidson
- Department of Occupational Therapy, School of Health Professions, The University of Alabama at Birmingham, Birmingham, Ala., USA
| | - Hon K. Yuen
- Department of Occupational Therapy, School of Health Professions, The University of Alabama at Birmingham, Birmingham, Ala., USA
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