Using team-based learning in an endocrine module taught across two campuses

Nancy A. Letassy, Susan E. Fugate, Melissa S. Medina, Jeffrey S. Stroup, Mark L. Britton

Research output: Contribution to journalArticlepeer-review

107 Scopus citations


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 languageEnglish
Article number103
JournalAmerican Journal of Pharmaceutical Education
Issue number5
StatePublished - 2008


  • Active learning
  • Distance education
  • Endocrine module
  • Self-directed learning
  • Team-based learning (TBL)


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