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Impact of adapted team-based learning methods on student self-assessment of professionalism, teamwork, and skills in a self-care course

Currents in Pharmacy Teaching and Learning
DOI: 10.1016/j.cptl.2014.04.002
  • Team-Based Learning
  • Self-Care
  • Pharmacy Education
  • Communication


Abstract Objective The purpose of this study is to assess the impact of the introduction of an adapted team-based learning (TBL) pedagogy on student professionalism, teamwork skills, and perception of learning as well as resultant course evaluations. Design Adapted TBL was implemented in a Patient Self-Care and Monitoring course. Following institutional review board (IRB) approval, third-year (P3) students enrolled in the course were administered a survey prior to introduction of TBL, and following the final exam. The Fall 2011 and Fall 2012 course evaluations were compared. Results A total of 109 (89%) and 116 (95%) students responded to the pre- and post-survey, respectively. Students responded that TBL significantly improved verbal communication and teamwork skills, his or her ability to convey ideas diplomatically. Students also felt more respected by team members than before TBL implementation. They were less likely to attend class following implementation of TBL compared to previous didactic lectures and did not feel that they learned more from TBL than from studying alone. Course evaluations were negatively impacted in some areas. Additional comments indicate that students and faculty found an increase in preparatory time for class meetings. Conclusion Team-based learning improves student perception of some, but not all, areas of communication, teamwork, and professionalism.

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