Display options
Cite
Bleske BE, Remington TL, Wells TD, et al. Team-based learning to improve learning outcomes in a therapeutics course sequence. Am J Pharm Educ. 2014;78(1):13doi: 10.5688/ajpe78113.
Bleske, B. E., Remington, T. L., Wells, T. D., Dorsch, M. P., Guthrie, S. K., Stumpf, J. L., Alaniz, M. C., Ellingrod, V. L., & Tingen, J. M. (2014). Team-based learning to improve learning outcomes in a therapeutics course sequence. American journal of pharmaceutical education, 78(1), 13. https://doi.org/10.5688/ajpe78113
Bleske, Barry E, et al. "Team-based learning to improve learning outcomes in a therapeutics course sequence." American journal of pharmaceutical education vol. 78,1 (2014): 13. doi: https://doi.org/10.5688/ajpe78113
Bleske BE, Remington TL, Wells TD, Dorsch MP, Guthrie SK, Stumpf JL, Alaniz MC, Ellingrod VL, Tingen JM. Team-based learning to improve learning outcomes in a therapeutics course sequence. Am J Pharm Educ. 2014 Feb 12;78(1):13. doi: 10.5688/ajpe78113. PMID: 24558281; PMCID: PMC3930237.
Copy Download .nbib Format: NLM
Share it on

Am J Pharm Educ. 2014 Feb 12;78(1):13. doi: 10.5688/ajpe78113.

Team-based learning to improve learning outcomes in a therapeutics course sequence.

American journal of pharmaceutical education

Barry E Bleske, Tami L Remington, Trisha D Wells, Michael P Dorsch, Sally K Guthrie, Janice L Stumpf, Marissa C Alaniz, Vicki L Ellingrod, Jeffrey M Tingen

Affiliations

  1. College of Pharmacy, University of Michigan.
  2. University of Michigan Residential College.

PMID: 24558281 PMCID: PMC3930237 DOI: 10.5688/ajpe78113

Abstract

OBJECTIVE: To compare the effectiveness of team-based learning (TBL) to that of traditional lectures on learning outcomes in a therapeutics course sequence.

DESIGN: A revised TBL curriculum was implemented in a therapeutic course sequence. Multiple choice and essay questions identical to those used to test third-year students (P3) taught using a traditional lecture format were administered to the second-year pharmacy students (P2) taught using the new TBL format.

ASSESSMENT: One hundred thirty-one multiple-choice questions were evaluated; 79 tested recall of knowledge and 52 tested higher level, application of knowledge. For the recall questions, students taught through traditional lectures scored significantly higher compared to the TBL students (88%±12% vs. 82%±16%, p=0.01). For the questions assessing application of knowledge, no differences were seen between teaching pedagogies (81%±16% vs. 77%±20%, p=0.24). Scores on essay questions and the number of students who achieved 100% were also similar between groups.

CONCLUSION: Transition to a TBL format from a traditional lecture-based pedagogy allowed P2 students to perform at a similar level as students with an additional year of pharmacy education on application of knowledge type questions. However, P3 students outperformed P2 students regarding recall type questions and overall. Further assessment of long-term learning outcomes is needed to determine if TBL produces more persistent learning and improved application in clinical settings.

Keywords: active learning; assessment; pharmacotherapy; team-based learning

References

  1. Am J Pharm Educ. 2010 Nov 10;74(9):160 - PubMed
  2. Med Teach. 2012;34(10):796-801 - PubMed
  3. Med Teach. 2012;34(5):411-3 - PubMed
  4. Contraception. 2013 Aug;88(2):239-42 - PubMed
  5. Croat Med J. 2009 Feb;50(1):69-76 - PubMed
  6. J Nurs Educ. 2011 Dec;50(12):665-9 - PubMed
  7. J Clin Pharmacol. 2012 Dec;52(12):1806-14 - PubMed

MeSH terms

Publication Types