Abstract
Objectives. To implement a team-based learning (TBL) format in an endocrine module to promote students' active learning in a course delivered to 2 campuses. Methods. Course lectures were transformed into 13 TBL sessions consisting of content pre-assignments (self-directed learning), in-class readiness assurance tests (accountability), and team problem solving of patient cases and faculty-led class discussion (knowledge application). Student performance was evaluated through multiple assessments during the TBL sessions and on unit examinations. Students evaluated each individual TBL session and the course as a whole. Results. Course grades were higher using the TBL method compared to the traditional lecture-based method that was used previously. Individual readiness assurance tests and team contribution scores significantly predicted overall course grades (p<0.001). Students accepted the change in course format as indicated by course evaluation results. Conclusions. TBL is an effective active-learning, instructional strategy for courses with large student-to-faculty ratios and distance education environments.
Original language | English |
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Article number | 103 |
Journal | American Journal of Pharmaceutical Education |
Volume | 72 |
Issue number | 5 |
DOIs | |
State | Published - 2008 |
Keywords
- Active learning
- Distance education
- Endocrine module
- Self-directed learning
- Team-based learning (TBL)